Data Flow charts Essay Example | Topics and Well Written Essays - 500 words

Data Flow charts - Essay Example ss called decomposing, modelling hierarchy or leveling; this process of leveling is series of detailing diagrams until all the primitive functions are properly identified. When DFD fits on a single window is known as level 1 DFD. Level 2 is a DFD that expands the level 1 or top-level. All the levels below are level 3, level 3 and so on. A level that cannot be further be decomposed is called bottom-level process (Systems Analysis and Design, n.d.). Flowchart assists the auditors and accountants in analyzing the current system of the organization for the control loopholes and weakness ants the reporting the same to the management. This assists the auditors in defining the audit trail, follow it up and finally evaluate the system. Further it assists in assessment of the control risk of the company. The system analyst use the flowcharts to show how the information flows in an organization environment, thus each department is evaluated on the data is receiving and sending and makes sure only the valid and necessary data is

JP Morgan Essay Example | Topics and Well Written Essays - 500 words

JP Morgan - Essay Example JP Morgan has exhibited social corporate responsibility in the following areas; (Jerry) I. It takes part in honoring the military, veterants and there families. The company has committed $45M to military and veteran programs and other initiatives. II. The company has also committed $600000 to fight to fight Ebola in the West Africa. This is part of its CSR.The fight for the dreaded disease has enabled the company to be part of the process because it is a disaster. III. JP Morgan has also launched Nature Vest to create mainstream market for investment and conservation. (Jerry) REPORT JP MORGAN CHASE AND CO CHAPTER: MARKETING Marketing is essential for a company to enable the enhancement of the general sale. This involves putting the right product in the right place, in the right time and at the right place.JP Morgan uses effective marketing strategies that enable it to penetrate over its competitors. Topic: The marketing mix This involves the 4 Ps i.e. Products, price, place ad promotion. Price. This is the amount the consumer must exchange to receive the offering. Firms target to reduce to reduce costs through improving manufacturing and efficiency and increase the perceived value of its products and services to the buyer or consumer. (Friesner) Place. This involves the firm’s activities that make the product available to the target consumers. This includes the channel, distribution and intermediary.

The ethical principles and teaching of one religion Essay Example for Free

The ethical principles and teaching of one religion Essay Examine the ethical principles and teaching of one religion, focussing particularly on what is believed about the nature and value of human life, and the relationship between humans and the environment. Most religions have similar ethical principles and beliefs on the value and nature of human life; however this essay will be focusing on one religion in particular, Islam. Islams main principles about the human life are quite similar to the other religions, and the fact that life is sacred. This underpins all issues dealing with medical ethics such as Abortion and Euthanasia. Muslims believe that all human life is sacred because it is given by Allah, and that Allah chooses how long each person will live. Human beings should not interfere in this, which is why Islam would most definitely favour sanctity of life over quality of life, as the Islamic view is based on the very high priority the faith gives to the sanctity of life. The Quran states: Whosoever has spared the life of a soul, it is as though he has spared the life of all people. Whosoever has killed a soul, it is as though he has murdered all of mankind. (Quran 5:32) It is a manifestation of the dignity of man that Islam has placed an infinite value on human life. This is expressed in the Quran in the following terms: We ordained for the children of Israel that if anyone slew a person, unless it be for murder or for spreading mischief in the land, it would be as if he slew the whole of mankind. And if anyone saved a life, it would be as if he saved the life of a whole people. (Al-Maida, 5:32) If Euthanasia is taken as an example, Islam believes human life is a value to be respected unconditionally, irrespective of other circumstances. The concept of a life not worthy of living does not exist in Islam. Justification of taking life to escape suffering is not acceptable in Islam. Prophet Mohammad taught: There was a man in older times that had an infliction that taxed his patience, so he took a knife, cut his wrist and bled to death. Upon this God said:My subject hastened his end, I deny him paradise. All these teachings are derived from the Holy Book of Islam, The Quran, which is said to be the word of Allah. There are many other quotes from the Quran which support the argument of the sacredness of life. If anyone kills a person unless it be for murder or spreading mischief in the land- it would be as if he killed the whole people. (Quran 5.32) When their time comes they cannot delay it for a single hour nor can they bring it forward by a single hour. (Quran 16.61) And no person can ever die except by Allahs leave and at an appointed term. (Quran 3.145) Destroy not yourselves. Surely Allah is ever merciful to you. (Quran 4.29) There is a vast amount of emphasis put on the sacredness of human life, and how it should be protected at all times, however Islam permits killing, under very strict circumstances, in a war called Jihad, and is often mistranslated to mean holy war, however its true meaning can be anything from an inward spiritual struggle to attain perfect faith to a political or military struggle to further the Islamic cause. The Prophet Muhammad has given clear instructions about the behaviour of the Muslim army. He observed: Set out for Jihad in the name of Allah and for the sake of Allah. Do not lay hands on the old verging on death, on women, children and babes. Do not steal anything from the booty and collect together all that falls to your lot in the battlefield and do good, for Allah loves the virtuous and the pious. So great is the respect for humanly feelings in Islam that even the wanton destruction of enemys crops or property is strictly forbidden. When thinking of the nature of life, it is natural to ponder upon creation. For example how would Islam manage to answer lifes unanswered questions such as, When does life begin?, Where does life come from?, and What happens at death?. As with all religions Islam tried to answer them, with help from the Holy Scriptures, such as the Quran and Hadith. The question of when a human life begins is a profoundly intricate one, with widespread implications, ranging from abortion rights to stem cell research and beyond. A key point in the debate rests on the way in which we choose to define the concepts of humanity, life and human life. Islam states that human life begins at the moment when a male sperm penetrates a female ovum and becomes united with it. The impregnated ovum constitutes the first cell that contains a full genetic record of the human kind in general and of the individual foetus itself that will distinguish it from any other being at any point of time. This first cell will then start reproducing itself throughout the various developing stages of the conception period until the moment of birth. The moment a woman conceives and the conceptions said to be stable in the uterus, the life shining in this uterus has full respect and is protected by established Islamic law provisions. If the foetus reaches the stage when a soul is breathed into it (some say after 120 days, others after 40 days), its sanctity becomes greater as agreed upon, and this results into certain provisions of the Islamic law. Islam also believes that all types of life were created by Allah, from water. Let us look at what Allah has said in the Quran about our creation to back up this theory: Now let man but think from what he is created! He is created from A drop emitted Proceedings from between the backbone and the ribs: Surely (Allah) is able to bring him back (To life)! The Day that (All) things secret Will be tested, (Man) will have No power, and no helper. (Quran 86:5-10) As Allah has given life, he can also take it away, and has a plan for us all. Muslims believe that the present life is a trial in preparation for the next realm of existence. All the Prophets of God called their people to worship God and to believe in life after death. They laid so much emphasis on the belief in life after death that even a slight doubt in it meant denying God and made all other beliefs meaningless. Islam teaches that after death there will be a Day of Judgement. When people die they remain in the grave until the Day of Judgement. When the Day of Judgement comes, Allah will decide what happens to people and his decision is final: To Allah belongs the knowledge of the unseen of the heavens and the earth; and the coming of the Hour of Judgement is like the twinkling of an eye, or even quicker. Surely, Allah has full power over everything. (Quran 16:77) Allah will also judge all believers, not just Muslims: Those who believe in the Quran, and the Jews and the Sabians and the Christians, any who truly believe in Allah and the Last Day and act righteously, shall have no fear, nor shall they grieve. (Quran 5:69) People who have followed the teachings of Allah will go to Paradise, which will be a perfect world of rest and pleasure. Here they stay forever. This is called akhirah or in other words life after death. People who have ignored Allahs teachings will go to hell where they will be punished. Those who have believed and acted righteously will be made happy in a splendid Garden. Those who disbelieved and rejected Our Signs and the meeting of the Hereafter will be brought face to face with punishment. (Quran 30:15-16) Like Judaism and Christianity, Islam has no teaching about reincarnation. Muslims have only one chance to live their lives and they are judged on how they do this. When researching the value of human life there are many reasons not to destroy life in Islam however Islam does not always see destroying life as wrong. For example there are many quotes in the Quran, as mentioned beforehand, as to why life is so sacred, and only Allah has the right to take it away. If we look at the issue of abortion, Muslims regard abortion as wrong and haram (forbidden), but many accept that it may be permitted in certain cases. All schools of Muslim law accept that abortion is permitted if continuing the pregnancy would put the mothers life in real danger. This is the only reason accepted for abortion after 120 days of the pregnancy. The Islamic view is based on the very high priority the faith gives to the sanctity of life. This passage has been stressed many times by myself, for it is the main valid point for backing up the sanctity of life and in the Quran it states: Whosoever has spared the life of a soul, it is as though he has spared the life of all people. Whosoever has killed a soul, it is as though he has murdered all of mankind. (5: 32) Most Muslim scholars would say that a foetus in the womb is recognised and protected by Islam as a human life although. Islam allows abortion to save the life of the mother because it sees this as the lesser of two evils and this is a general principle in Sharia (Muslim law). Abortion is regarded as a lesser evil in this case because, The mother is the originator of the foetus, the mothers life is well-established, the mother has with duties and responsibilities, the mother is part of a family, and allowing the mother to die would also kill the foetus in most cases. Islam also regards the relationships between humans and the environment very highly. The world Earth appears no less than 485 times in the holy book of the Quran. Sharia, the word for Islamic Law, literally means source of water. In the words of Allah, There is not an animal in the earth, nor a creature flying on two wings, but they are nations like you. (6:38) The question of the creation of human beings is relevant; to understand the role of religion in the environment the Holy Quran states Blessed be He, in whose hands are all sovereignty. He has power over all things. He created death and life that He might put to test and find out, which of you acquitted himself best. He is Mighty, Forgiving One. (67:1-2) Life is thus, a brilliant demonstration of Gods wisdom and knowledge. He has shown the humans a right path of life. Theres complete stability and unity in the laws of the universe. Man being a part of the whole system must also operate justly in the sphere over which he is given control and power; otherwise, he is working against the natural laws of the Universe, as well as his own nature. The result of which can be destruction in the environment. In conclusion, as with many other religions, Islam has similar concepts and principals about human life and the environment which are clearly outlined in Holy Scriptures such as The Quran and may influence our personal morals and views on ethical issues. BIBLIOGRAPHY: 1) http://www.islamweb.net 2) http://www.bbc.co.uk 3) http://www.earthisland.org 4) http://www.muhajabah.com 5) The Puzzle of Ethics Peter Vardy Paul Grosch 6) Understanding Islam Duncan Baird Publishers

Learning Through Play: School Development

Learning Through Play: School Development Introduction Children in a pre school are aged around five to six years old. How can they learn something through play in Pre School? How effective is learning through play and its value to their development? With this kind of notion, it gives me the courage to explore on what play is all about to children especially for those who are in Pre School. Most teachers and parents believe that young children learn best through play. This is supported by the Early Childhood Education Reform (ECEF) (1998:52) that children in the Foundation Stage learn best through play, experience and conversation. In this essay, I will explore on different types of play, which are usually used in a pre school classroom. Most importantly, I will explore on how play relates to the childrens development in terms of their physical, cognitive, language, social and emotional development with the supports from acknowledged theorists. I will also point out the importance and benefits of play and how it can be effective with the help of teachers. Moreover, I will also give out examples from Brunei context based from my experience throughout my teaching in Brunei Pre School which relates their learning through play in their school curriculum. Definition of play According to Isaacs (1954:23), he states that play is the childs means of living and understanding life. It proves that learning through play is essential for young childrens development in which they can they can gain experience, and knowledge in this life as it enables them to make sense of their world as they learn through exploration and experimentation. Moreover, play can also make a significant contribution to the childs mental health and social well-being (Miller et al., 2005). Conversely, Dodds (2009) argues that many authors and researchers would agree that it is nearly impossible to try and explain the difference between work and play as well as to try and define the notion of play or even categorise different forms of play. Play is a non threatening thing. Bennett et al (1997:51) state that there is a contrast between play and work where play is seen as being fun and enjoyable, whereas work is serious and even onerous. Meanwhile, Hughes (1999:3) states that play differs in a number of ways from what is usually regarded as work. Both play and work is enjoyable. However, play is intrinsically motivated while work is extrinsically motivated (Hughes, 1999). The Plowden report (DES, 1967) also states that adults who criticize teachers for allowing children to play are unaware that play is the principal means of learning. Types of play It is possible to classify different types of play which represent, and contribute to progress in different areas of development (Sheridan, 1999). As revealed by Miller et al. (2005), they argue that children can be seen playing in all types of different situations. Consequently, what they do when they play has many common features in spite of the context, materials and equipment available. Therefore, in light of the above, they also believe that practitioners use a number of different terms to describe types of play. Although some may appear self-explanatory, but it is necessary to understand what each involves in terms of the relationships between them and the value of their contribution to the childs growth and development both as an individual and a learner (Miller et al., 2005). In a Pre school, teachers use different types of play which relevance to the school curriculum and have an effect to the childrens development. Basically, with these types of play, it can help teachers to observe and understand better what is happening to the children when they play. Play is often categorised in a number of ways but is normally grouped into four different categories. There are creative play, physical play, manipulative play and imaginative play (Tassoni et al., 2007). Most of these plays are practiced in Pre schools. Firstly, creative play encourages children to experiment and explore the world around them. If the children are given a wide range of activities, they can develop in all areas as well as gaining an immense deal of satisfaction from the play itself as it can actually increase their confidence and self-esteem. Although it also supports the childrens creativity, it is important not to make the children worry about the end product and there should not be any competition. This is due to the childs sense of self-worth which can easily be destroyed if their creation is not praised or is questioned in some ways. They also supported that in that way, it will enable children to enjoy the process rather than the end of product (Tassoni et al., 2007). As supported by Duncan and Lockwood (2008), they state that creative play is all about creative arts play such as painting, drawing, music, dance and model making in which are the ways of expressing ideas and feelings. They are also a form of communication. Basically, they also argue that children discover the medium in which they learn how it works and what they can do with it. Secondly, Tassoni et al., (2007) believe that physical play encourages children to use their large muscles and exercises their body in which they learn to control their muscles and develop coordination. This is also supported by Miller et al., (2005:87), they define that physical play is rough and tumble which is a fun, free flowing and physical and children can develop their physical abilities and refine their motor control. Meanwhile, Lindon (2001:42) who defines that rough and tumble is such a close encounter play that is playful and obviously enjoyed by children. It is actually a type of play that is not genuine fighting where children can use the involvement of touching, tickling and chasing in activities given. Moreover, Duncan and Lockwood (2008:99) argue that physical play is a kind of play that often predominates in outdoor provision. Thirdly, a manipulative play is a type of play which concentrates upon how a child uses his or her hands. Sight and touch are the essential part of this play with hand-eye coordination. It is primarily divided into gross and fine manipulative play whereas in the gross manipulative play such as throwing a ball, climbing or kicking a ball and in the fine manipulative play is where children discover to use their fingers independently such as unscrewing a lid and using a pencil (Tassoni et al, 2007). Fourthly, an imaginative play is vital for the development of cognitive competence (Duncan and Lockwood, 2008: 98). They also believed that children can go beyond the here and now; they can pretend to be someone else, to act out adult roles. This is also argued by Bergen (2002) that there may be negative consequences for intellectual development in the long term if children do not have the opportunity of imaginative play. Moreover, Tassoni et al., (2007) support that children can act out situations spontaneously by taking on the role of other people or situations. By providing provide a number of imaginative play activities and support by adults can allow children to safely explore their own feelings and the world around them. They also argue that there are four terms that connect with imaginative play, and there is pretend play, fantasy play, socio-dramatic play and symbolic play. As for symbolic play, Miller et al. (2005:86) states that it provides children with opportunities to explore and extend their world as well as materials and objects are used to represent all kinds of things and people. This shows that in this kind of play, objects, actions and functions take on responsibilities. Meanwhile, Lindon (2001:42) states that symbolic play allows children to exercise control and explore without the risk of being out of their depth. For instance, a piece of wood may symbolize a person. A socio-dramatic play involves interaction and communication with others as children can act out stories on their own and with others. This can actually allow them to explore the nature of the role, adapting and modifying it as a result of interacting with others (Miller, et al., 2005:87). As for a pretend play, Tassoni et al, (2007:277) argues that it is a play that considers how children act out in a range of ways such as going shopping or cooking a meal. On the other hand, according to Miller et al., (2005:87), they define that a fantasy play is a form of role play where children produce their own stories and challenge accepted norms and expectations which involves make-believe, where objects and people take on new, innovative functions and roles. This is supported by Lindon (2001:43) by giving an example of children may fantasise about flying an aeroplane or being incredibly rich. The effect of play in childrens development Learning through play can be influenced by all aspects of childrens development. This is supported by Tassoni et al. (2007) as they state about how children develop through play in terms of their physical, social, emotional and behavioural, intellectual and communication and language development. However, according to Duncan and Lockwood (2008:61), they state that progression and regression in one area will impact on the others. As for the Physical development, children actually develop both physically and intellectually through movement that they make. As stated below, they argue that: Through repetition of action, connections are made in the brain. The more complex the movement or pattern created, the greater the cognitive process. Children explore their environment, manipulate tools and learn new skills, with greater control and dexterity. Their ability to plan and organize their movements influences their ability to write, draw and manipulate fine objects as well as develop their gross motor skills. This gives them the opportunity to represent language in symbols for themselves. By repetition and practice children also master control over their bodies, thus developing physical competence and spatial awareness. (Duncan and Lockwood, 2008:61) On the other hand, in terms of the language and cognitive development, children express their ideas and feelings as well as describing their experiences through language. This is because that the role of language in the development of thinking in which they can use it to control the world around them, recognize meaning and represent their understanding. Moreover, positive relationships encourage communication and are the important factor in language development and thinking. Language accompanied by action helps children to understand what is being said (Duncan and Lockwood, 2008). Lastly, the social and emotional development which also gives effect to the childrens learning. As stated by Duncan and Lockwood (2008), they argue that sociable children can interact properly in order to learn from their peer group, parents and other adults. This means they have the essential skills to cooperate in a group situation where they are able to stick to decisions made and take both a lead and subsidiary role in decision-making. They are sensitive of the needs of others and can understand different viewpoints and perspectives and how one event may affect another. They can also learn to develop socially acceptable behaviour in different circumstances. Conversely, Goleman (1996) argue that there are five abilities associated with emotional intelligence and there are self-awareness, managing emotions, motivating oneself, recognizing emotions in others and handling relationships. Duncan and Lockwood (2008:63) also believed that emotional upheaval at sometime in childrens lives may impact negatively upon learning, which in turn may affect their self-esteem. The influence of theorists about childrens play Basically, no one theory has ever been able to explain completely the significance of play in childrens development. Hughes (1999:16) argues that theories must be seen as only tentative models, helpful frameworks within which child development and behaviour can be better understood. I will focus on three theorists in whom they think that play as part of childrens thinking and there are Jean Piaget, Lev Vygotsky, and Jerome Bruner. It proves how effective play is in the childrens cognitive development where they can actually understand ideas and learn to think. Lindon (2001) states that the theory developed by Jean Piaget has been hugely influential for early years practice in United Kingdom. However, other theorist such as Lev Vygotsky has shown contrasting perspectives that can support adults in an effort to understand childrens thinking and how it relates to play. Jean Piaget believed that child as an active learner and proposed that children were active participants in their own learning. He also proposed that through a series of stages that unfolded in a definite sequence, the childrens cognitive development progressed. He also interested in childrens play activities in order to support his theory about their language and thinking. He did not focus on other aspects of childrens development such as communication, social interaction or emotional development. Piagets theory that children constructed their own understanding led him to emphasise that adults should create environments in which children could discover for themselves. Self discovery by children has sometimes been interpreted to mean that adults should scarcely intervene at all in childrens play (Lindon, 2001). Moreover, according to Maynard and Thomas (2004), they state that Vygotsky was interested in a mastery play where children can take up information from the world around them and shape it to fit in with their own understanding and experience as well as changing their actions to meet the demands of their personal world. These processes are called assimilation accommodation. Similar to Vygotsky, he believed that by observing a child at play, the adult gained much knowledge of the childs stage of development. He categorised three stages of the development of intelligence and there is sensory motor which corresponds to mastery play, pre-operational which corresponds to symbolic or pretend play, and lastly operational which corresponds to games with rules. Since I am exploring about children in Pre schools, I would use the information from Piagets developmental model which argues on the stage of symbolic play which takes place between the ages of two and seven years which relevant with the pre-operational stage. This is where the children transform themselves or objects into something else. For instance, a child engaged in pretend play about pirates and may pick up a cardboard cylinder and use it as a telescope. For the child, it has become a telescope and the transformation is a very real one (Maynard and Thomas, 2004). Basically, it shows that using the view from Piaget; pretend play emerged spontaneously at a stage well into the pre school period. However, according to Maynard and Thomas (2004), it is only relatively recently since the translation of Vygotskys work and through the writing of more recent researchers, that this view has been challenged and argued that pretend play is considered to be the product of social collaboration rather than a developmental process. Meanwhile, in the contribution of Vygotsky to the childrens learning through, Lindon (2001:31) states that he placed greater emphasis than Piaget on the social context in which children explored and learned. He also focused on language as a vital social tool and described learning within social interaction. Lindon (2001:31) also states that Vygotsky felt that early language, during the years when children speak out loud to themselves in play, was an important instrument of their thinking. Moreover, Vygotsky believes that in terms of the role of play, he emphasized: The ingenuity of children as active participants in their own learning and creative users of play from whatever was available. He felt that play led childrens development. In their play activity, children could step outside the restrictions of their real lives and explore meaning free from the constraints of what was possible as a child. Vygotsky also believed that all forms of play had some imaginary component and that play was rule bound within those imaginary elements. (Lindon, 2001:31). It shows that play is important for childrens learning, but of course there are barriers such as risk, safety and both the childrens social and emotional are needed to be focused on. As supported by Vygotsky, he did not see play as the only way that children learned and warned against the risks if adults focused too much on the possible intellectual content of play and ignored the emotional content (Lindon, 2001). Hughes (1999) also states that Vygotsky believed about the importance of the social context. He believes about his zones of proximal development. If a child is asked to work independently on a problem, such as sorting objects according to shape or function, he will display a particular level of performance for the childs performance may not reflect his or her true potential. However, if the same child is allowed to work with other children on the problem or is given even a small amount of direction by an adult, he or she might perform at a higher level than when working alone and potential ability in a different social context is the zone of proximal development. Obviously, the social context can do more than provide information about development as it can also facilitate the development by allowing children to achieve their true potential (Hughes,1999). In terms of play, Maynard and Thomas (2004) state that Vygotsky stresses that in childrens development in the earliest years of life, the role of pretend play is important. He placed play in the socio-cultural context where the context in which childrens play can and should be extended and nurtured by both adults and peers. This is also further supported that pretend play provides an inimitable context within which children can reach for and attain increasingly higher levels of cognitive development (Maynard and Thomas, 2004). Vygotsky believed that pretend play is a major means by which young children can extend their cognitive skills, and they can also learn about the social constructs of their own culture at the same time by the encouragement given by adults for them to become active participants in the social world around them. He also believed that by identifying the main features of play, the observer is able to understand how it influences childrens development (Maynard and Thomas, 2004). Lastly, about Jerome Bruner who was actually influenced by Vygotskys ideas and developed the idea for the concept of the spiral curriculum. According to Lindon (2001), he states that Bruner described how children learn through discovery with the direct help of adults and by repeating to the same materials or ideas. He also proposed that children were able to broaden their understanding over a period of years, and they could build on what they had learned previously and through sensitive help from adults in the later learning. In terms of play, whereas Piagets developmental theory minimalists the role of the adult in childrens development, Bruner similar to Vygotsky who considers the role of the adult in nurturing childrens development through play to be critical. He also argues that children learn from modelled adult behaviour rather than over-directed intervention (Maynard and Thomas, 2004). Moreover, according to Maynard and Thomas (2004), Bruner identifies two major functions of play. First, play situations allow children to test out and modify the consequences of their actions which provide them with a meaningful situation in which they can learn about things without risk of fear and failure and second, it gives children an opportunity for them not to engage in behaviours if under adult pressure. Like Vygotsky, Bruner also subscribes to a socio-constructivist theory of play in which he emphasizes the important of symbolic or pretend play. This is a type of play which enables children to work through difficulties, and fulfil secret desires at a make-believe level as well as helping children to learn how to cope with rules and social conventions at the same time (Maynard and Thomas, 2004). Overall, according to Maynard and Thomas (2004), they state that Vygotsky and Bruner subscribe to the socio-constructivist theory of play that it needs to be scaffolded by sensitive and intelligent adult intervention. In order for children to progress to higher levels of cognitive functioning, there must be social interaction with peers. However, Piaget argues that that play was developmental and that it took place at a particular stage regardless of adult intervention. It shows that Piagets theory is in contrast to the socio-constructivist view of the play. Despite their differences, the classical theorists emphasise the vital importance of pretend play to childrens development. Since pretend play presents a much greater cognitive challenge than non-pretend activities such as puzzles and jigsaws, young children who have ample time to engage in it do enjoy enhanced intellectual development. The importance and benefit of play It is believed that play can help children to understand life and their surrounding. This is supported by Duncan and Lockwood (2008), they state that through play, children have a natural instinct to learn about the world. Moreover, Hughes (1999:20) states cognitive theorists regard play a stool for facilitating intellectual growth. In addition, play is spontaneous as children can engage in it from choice (Moyles, 1994). This is further supported by Jerome Bruner (1972) and Brian Sutton-Smith (1967) cited in Hughes (1999:20), they state that play provides a comfortable, and relaxed atmosphere in which children can learn to solve a variety of problems. They also believe that later, when children are confronted with the more complex problems of the real world, the learning that took place during play is of great benefit to them. Play affords the opportunity for intellectual and social development as well as for emotional release (Hughes, 1999). In the studies of Bruner (1960) cited in Maynard and Thomas (2004), he states that similar to Piaget and Vygotsky; he examines the way in which children are able to explore hopes and anxieties and trying things out safely in pretend play as well as attributing to it a cathartic function. According to Maynard and Thomas (2004: 192), they state that when one observes children at play, certain common characteristics emerge. First, play is fun, children enjoy engaging in it. It maybe accompanied by laughter, talk, propose indeed, none of these things. It may be solitary or involve groups of children; it may also involve adult participation. Although an episode of play may lead to significant learning outcomes, these are not planned at its outset. True play is an impromptu experience and other than the intention of having fun, its outcomes do not exist in childrens minds when they initiate it. However, parents often misunderstood about play and early childhood educators notice it as a natural part of childhood but one that has little developmental value (Hartley, 1971). Moreover, David (1996) cited in Nutbrown also highlights the way in which increasing fears for childrens safety is understandably causing parents to confine and restrict their children more. According to Hughes (1999), he argues that it is understood that children should play as it affords the opportunity for intellectual and social development as well as for emotional release. Meanwhile, as stated by Gammage (2006) argue that childrens learning has led to some misunderstanding in which children are not just investments for the future, but they have a right to freely chosen opportunities for play and self-directed exploration as well as structured play activities rather than being made to follow a restricted or narrow curriculum. Other feature of learning through play is that it helps the children to develop their language by expressing their ideas and feeling and describe their experiences (Duncan and Lockwood, 2008). Moreover, Moyles (2005:235) states that children are in control of the way in which they want their play to develop and give themselves tasks in their play, not really for an outcome, but to shape the play-process itself. Hughes (1999) states that Vygotsky argued that there is a number of acquired and shared tools that aid in human thinking and behaviour-skills that allow us to think more clearly than if we did not have them and to better understand our own thinking processes. He also stated about the importance of the social context. This is his belief in zones of proximal development. If asked to work independently on a problem, such as sorting objects according to shape or function, a child will display a particular level of performance. However, Vygotsky believed that the childs performance may not reflect his or her true potential. If the same child is allowed to work with other children on the problem on the problem, or is given even a small amount of direction by an adult, he or she might perform at a higher level than when working alone and potential ability in a different social context is the zone of proximal development. Role of adults and their intervention to make a play to work effectively Teachers need to be supportive as children should enjoy it. Lindon (2001) identifies some possible roles for Pre school teachers in play such as the teacher as companion, learner and observer, facilitator, provider, a model, mediator as well as safety officer. Miller et al., (2005:92) state that play is vulnerable that it is important to provide appropriate experiences, activities and resources that will help children to develop their ability to play and learn. Moyles (1994) argues that it is practitioners who are best placed to observe and channel the value of childrens play into powerful contexts for learning. Moreover, by observation it is important for childrens learning through play. This is supported by Duncan and Lockwood (2008:21) who believe that observation will give you information about childrens learning through play and about the learning environment. Johnston et al., (2010) state that through play, children can develop intellectually, creatively, physically, socially and emotionally. By providing well planned experiences in both indoor and outdoor which are based on childrens spontaneous play are an important way which practitioners support young children to learn with enjoyment and challenge. Furthermore, observation also gives feedback on management issues, the effectiveness of resources and the play environment and information about diversity, inequalities, prejudices and stereotyping (Duncan and Lockwood, 2008:20). There are many ways in supporting and reflecting childrens play in extending specific areas such as language and communication. As stated by Bruce (2001) in supporting play are to establish a conducive environment, an adult must have interest and be part of the play in a background way as well as to be alert on how to manage things during the play without intervene it. However, those with learning difficulties and disabilities may need more specific and specialised help in playing and communicating with others. There is a place for scaffolding childrens understanding of and ability to play, just as there is for scaffolding their learning, to take account of their diverse life experiences (Bruner, 1972). Moreover, Vygotsky stated on how adults could best help children to learn and on the other hand, he also believed that children could and did help each other through play. He used his concept of the zone of proximal development to explain how childrens learning could be supported. The zone of proximal development is the area of possibilities that lie between what individual children can manage on their own and what they could achieve or understand with some appropriate help. He also argues that focused help could come from wither an alert adult or from another child whose understanding or skills were slightly more mature (Lindon, 2001). The impact of learning through play in Brunei context on Pre School children Based from where I came from, Pre schools in Brunei also practice learning through play in part of the school curriculum. As stated by the Curriculum Development Department (CDD) of the Brunei Ministry of Education (2009), the Pre school syllabus emphasises on the implementation of the instructional activities which are provided following the educational field and skill levels as well as abilities in accordance with the development of their learning. The educational field is divided into five developments. There is personal and social development, cognitive development, the development of aesthetics and creativity, physical development and ICT development. On the other hand, some teachers tend not to focus on the childrens learning through play as they believed that it is just a waste of time and rather follow in meeting the curriculum demands and syllabus given. This is argued by the Plowden report (DES, 1967) that although the play is the central activity in all schools but it often leads to accusations that children are wasting their time in school in which they should be working. Principals in Brunei Pre Schools encourage Pre class teachers to modify and decorate their classrooms where they accommodate the class with varieties of learning corners areas such as a book corner, kitchen corner, block corner and drawing corner. This is suitable for dramatic play, books and literacy, block and construction play and manipulative play.ÂÂ   These areas can help the pupils to develop their skills needed. The class teachers make sure that the play activities are relevant to the development of the pre school pupils. Most importantly, the teachers provide plenty of open space area for them to play independently. This can lead the pupils to be engaged in learning through play effectively. Basically, class teachers in Brunei use primitive materials for some of the play activities such as sand, water and clay where it can attract the pupils and evoke their interest and concentration. This is supported by Hughes (1999:198) who highlights that a number of play materials and activities have been identified as being highly likely to stimulate intellectual growth. Hughes (1999:211) states that certain types of play materials and activities have been found to be helpful in encouraging social integration. Moreover, the use of materials in play can develop pupils confidence in learning with others. Moyles (2005) states that the activity which develop their confidence and actually demonstrate their understanding to groups of children even if they are unfamiliar with as they can start their conversation and friendship. Most importantly, the toys and play materials are kept on low sized shelves so that they can reach them easily. Most teachers do use the outdoor play but this is only when they are having a Physical Education. Basically, children must also have opportunities to play out door since outdoor has a large space with nature. The pupils can play freely which can sometimes pose a threat for risk and accidents. As stated by Gill (2007:16), he summarizes that by undertaking risky activities carries beneficial side effects for childrens health and development. Based from my teaching experience, the pupils in my class love to play during their Break time. It could be observed that it was the time when they are having fun especially at the playground. Although children play, they actually learn something. For instance, th

Exploring Sexuality in Taming of the Shrew :: Taming Shrew Essays

Exploring Sexuality in Taming of the Shrew   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   Human sexuality underlies many of the happenings of "Taming of the Shrew."   It affects the conflicts, theme, and resolution of the play.   It becomes evident throughout the play that sexual behavior denotes whether a character is thought of   as good or evil (not necessarily good evil as meant in conventional terms, but rather as a "nice" character versus a "waspish" or "mean' character).      Ã‚  Ã‚  Ã‚  Ã‚   In the beginning of the play, there is an obvious conflict between Kate and her sister, Bianca.   This conflict stems from the fact that their father favors Bianca, as well as the fact that Bianca has many suitors, while Kate has none.   Kate's father, Baptista, tries to persuade some of Bianca's suitors to pursue Kate instead.   However, they make it clear that none of them could desire Kate.   "Mates, maid?   How mean you that?   No mates for you unless you were of a gentler, milder, mold" (I,i, lines 58 - 60).   From this it is clear that the men in the play prefer a better "mold" than Kate, in other words, she does not carry herself as well as Bianca.   Kate does not play the coy flirting games, and is therefore thought of as harsher than Bianca.      Ã‚  Ã‚  Ã‚  Ã‚   Bianca, however, knows how to be flirtatious, witty, and coy around her admirers, and yet is almost intentionally mean to Kate.   For instance, Bianca knows that it hurts Kate to have no suitors while she (Bianca) has several. Bianca uses this to hurt Kate.   When Kate tries to find out which suitor Bianca really likes, Bianca swears that she won't take the suitor that Kate likes.   She casually offers Kate whichever suitor she wants.   Kate is enraged by this because she knows that the only reason that Bianca has suitors while she has none is because Bianca plays the sexual flirtation game.      Ã‚  Ã‚  Ã‚  Ã‚   When Kate gets a suitor of her own, Petruchio, there is a lot of sexual tension in their relationship.   At their first meeting, they exchange a barrage of sexual comments:      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Petruchio:   Why, what's a movable?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kate:  Ã‚   A joint stool   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Petruchio:   Thou hast hit it; come sit on me.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kate:   Asses are made to bear and so are you.

The Effect of Temperature on the Rate of Reaction Essay -- GCSE Chemis

The effect of temperature on rates of reaction Aim: The aim of this experiment is to find out if the reaction rate of sodium thiosulphate solution and hydrochloric acid will be affected by a temperature change. Prediction: I predict that as a result of increasing the temperature of the sodium thiosulphate, the rate of reaction will be faster. Because of the increase in temperature, the particles will gain more kinetic energy. This will therefore cause them to move faster and produce more successful collisions, causing the rate to increase. Plan: Na S O + 2HCl S + SO + 2NaCl + H O Before carrying out the experiment, I must first of all begin the preliminary work. This part of the experiment will enable me to choose an appropriate scale of temperatures, and to decide upon the amount of sodium thiosulphate solution that will be used (the concentration). After doing this, I will then begin to carry out the experiment. I will firstly put a measured amount of sodium thiosulphate solution into a glass bottle, measure the temperature, and then add the hydrochloric acid. Immediately afterwards I will seal the lid and put it on top of a black mark, then start the stopwatch. I will observe from above and when the black mark is no longer visible, I will stop the stopwatch, measure the temperature again and record these results. I will repeat the experiment a further two times to ensure reliable results and continue this method for each temperature. To make certain that my experiment will not be dangerous, I will carry out some basic safety precautions. I will firstly ensure that there is a safe working area around me by clearing the desks and removing stools. I will then make sure that I am wearing safety glasses at all times and han... ...there were some sources of error and areas that I could have improved if repeating the experiment. I also noticed that there were a few anomalous results on my graph and these could be due to a few sources of error that occurred during my experiment. I felt that by timing the reaction from personal judgement about when the black mark was no longer visible was not as accurate as I would have liked. Also the fact that it was quite difficult to achieve the exact temperature of the sodium thiosulphate solution by heating it, made the experiment a little inaccurate. To give myself completely accurate results I would have to repeat the reactions that gave me anomalous results paying attention to detail and spending longer on each experiment. However, despite this I still managed to achieve quite regular repeats and results that clearly followed and backed up my prediction. The Effect of Temperature on the Rate of Reaction Essay -- GCSE Chemis The effect of temperature on rates of reaction Aim: The aim of this experiment is to find out if the reaction rate of sodium thiosulphate solution and hydrochloric acid will be affected by a temperature change. Prediction: I predict that as a result of increasing the temperature of the sodium thiosulphate, the rate of reaction will be faster. Because of the increase in temperature, the particles will gain more kinetic energy. This will therefore cause them to move faster and produce more successful collisions, causing the rate to increase. Plan: Na S O + 2HCl S + SO + 2NaCl + H O Before carrying out the experiment, I must first of all begin the preliminary work. This part of the experiment will enable me to choose an appropriate scale of temperatures, and to decide upon the amount of sodium thiosulphate solution that will be used (the concentration). After doing this, I will then begin to carry out the experiment. I will firstly put a measured amount of sodium thiosulphate solution into a glass bottle, measure the temperature, and then add the hydrochloric acid. Immediately afterwards I will seal the lid and put it on top of a black mark, then start the stopwatch. I will observe from above and when the black mark is no longer visible, I will stop the stopwatch, measure the temperature again and record these results. I will repeat the experiment a further two times to ensure reliable results and continue this method for each temperature. To make certain that my experiment will not be dangerous, I will carry out some basic safety precautions. I will firstly ensure that there is a safe working area around me by clearing the desks and removing stools. I will then make sure that I am wearing safety glasses at all times and han... ...there were some sources of error and areas that I could have improved if repeating the experiment. I also noticed that there were a few anomalous results on my graph and these could be due to a few sources of error that occurred during my experiment. I felt that by timing the reaction from personal judgement about when the black mark was no longer visible was not as accurate as I would have liked. Also the fact that it was quite difficult to achieve the exact temperature of the sodium thiosulphate solution by heating it, made the experiment a little inaccurate. To give myself completely accurate results I would have to repeat the reactions that gave me anomalous results paying attention to detail and spending longer on each experiment. However, despite this I still managed to achieve quite regular repeats and results that clearly followed and backed up my prediction.

How to Deal with Stress

HOW TO DEAL WITH STRESS? Stress is the natural strain which we feel when we have to cope with difficult, unpleasant or dangerous situations. We can’t completely remove it from our lives but we can learn how to deal with it. There is a lot of techniques to cope with stress starting with relaxing massages and ending with yoga. But the most helpful are these methods which are simple, possible to do by everyone and easy to remember. To achieve success in the fight with stress we should remember about a few simple things: 1) Be well prepared and well organized to your task ) Be aware of your choices – you always have choice, think about it and decide what to do 3) Stop worrying about things that you cannot change 4) Take a deep breath and realize that you have the power to control your life 5) Do not expect perfectionism from yourself, sometimes no matter how hard you try, some things are just impossible 6) Don’t take things too seriously, give yourself a chance to ha ve a little bit of fun 7) Use a positive self – talk, repeat to yourself â€Å" I can handle this, I will manage, I am the best† 8) Chew gum – it is proved that the action of chewing can reduce stress. ) Get enough sunlight 10) Treat your body right – you will have more self-confidence and energy. Follow a sensible diet, eat a healthy breakfast, drink a lot of water, don’t drink too much coffee because caffeine is known to boost stress levels. Beware also of junk food. Get fit – exercise a little every day. This release endorphins that can lower stress levels, eat chocolate because it release endorphins too. The most important – get enough sleep. If your life is too fast, slow down, take a rest. Remember that you are a unique individual, worthy of love and stress is just a temporary feeling .