Con Man Essay Example for Free

Con Man Essay This is covered under clause 29, which covers the Revision of date of completion of the project. Under clause 29 the JBCC lists events where the contractor is entitled to a revision of date practical completion but is not due compensation and those that the contractor is due compensation, in the case of the JBCC, the value of the contract or project will not change as a result of the listed event. All though this is the case, some of the events listed under clause 29. 1 are covered in section 6, but have different consequences. One such issue is how the different contracts deal with adverse weather effects on works during construction period. While the NEC contract states the effects of weather on the works as a compensation event under clause 60. 1. 13, where a weather measurement is recorded during a calendar month, before the completion date for the whole of works and at the place stated in the contract data, the weather event must occur less frequently than once in ten years to be a compensation event. This could mean that should this occur the contractor is due compensation for any costs incurred and a revision of completion time. While the JBCC deals with weather in a different way. In clause 29. states the circumstances where the contractor is entitled to a revision of the completion date but where the principal agent shall not adjust the contract value, are the delays to practical completion caused by various events. One such event, stated in clause 29. 1. 1 is the adverse effects of weather conditions. This implies that the contractor can not claim for adjustment to contract value due to adverse weather condition s like in the NEC contract. This is one less compensation event that will need to be budgeted for under the JBCC agreement. Another difference in this is under clause 60. 9 of the NEC contract which covers events neither party could account for or prevent which stops the contractor continuing works and is not one of the stated compensation events. While this is covered in the JBCC under clause 29. 1. 4 as an event that neither party could prevent also, it only allows the contractor a revision of date of completion without a revaluation of the project. The JBCC recognizes some events as requiring compensation and others not, while the NEC all the events are seen as compensation events which will require the employer to pay the contractor more money. In regards to the communication of such events occurring the NEC gives the contractor considerably more time to notify the Project Manager of the possibility of the compensation event occurring. This is stated under clause 61. 3 which gives the contractor a maximum of eight weeks to notify the Project Manager of the event, failing to do so will mean that the contractor will not be entitled to change prices or the completion date. This is only if the Project Manager failed to notify the contractor of the event, if it was the responsibility of the Project Manager to do so. While in the JBCC also allows for a time period, which gives the contractor more time to claim compensation if any of the events occur that are listed in clause 29. 1 to 29. 3. Under clause 29. 4. 1-3, the contract states that the contractor must notify the principal agent within 20 days of becoming aware of the event and must take all steps to try and avoid it. There is also a 40 day period after which the event has occurred, within which the contractor must alert the principal agent of it occurring or lose out on being able to claim for compensation. This is stated under clause 29. 5 of the contract. In both contracts these claims are submitted to the project manager, in the NEC and to the principal agent in the JBCC. These claims are investigated by the employer’s agents, clause 61. 4 in the NEC, states that the project manager must decide whether the event occurred as a result of actions taken by the contractor, or has not happened or is not expected to happen, has no effect upon the defined cost or completion date and is not one of the listed compensation events, the project manager may decide that the contractor has no grounds for his claim and deny the contractor compensation. If the project manger does decide that there are grounds for the claim he notifies the contractor to submit a quotations for the claim. Should the project manager fail to reply the contractor within a week or a longer time period that is agreed upon by both parties, then the claim is viewed to have been accepted by the project manager. The contractor is the free to submit quotations for the claim. While in the JBCC the process is similar, and is covered under clause 29. which gives the principal agent 15 working days of receiving the claim to grant or refuse the working days claimed or revaluation of contract value depending on the basis of the claim. During which time the principal agent shall determine the revised date of practical completion and identify each circumstance and relevant sub-clause and for each event grant or deny the contractors claim. The principal agent must also supply reasons for the decisions he or she has made. But while in the NEC no response by the project m anager, the claim is deemed to have been accepted, in the JBCC it is assumed that the claim has been rejected. This is sated under clause 29. 8, which provides certain cover for the employer should there be a mishap and the principal agent is unable to reply the contractor, unlike in the NEC. In essence the JBCC contract is the better contract on managing the cost of the project along with time constraints. The contract clearly states the events which if they do occur, will require revision of the date of practical completion and also which events will require both a revision of the date and revaluation of the project. While under the NEC contract the events listed are events that can all be claimed for money by the contractor, which may lead to the employer having to set aside a greater budget for contingencies because of the number of items listed that can be claimed as a compensation event. The better contract that would ease the client’s worries about budget and time constraints is the JBCC principal agreement. References 1. JBCC Series 2000 Principal Building Agreement Edition 5. 0 2. NEC Engineering and Construction Contract

Blue Archipelago Berhad (BAB) Shrimp Aquaculture

Blue Archipelago Berhad (BAB) Shrimp Aquaculture SPECIAL TOPIC IN ANIMAL HUSBANDRY SCIENCE ACADEMIC TALK REPORT OF BLUE ARCHIPELAGO BERHAD WAN MAISARAH BINTI WAN ZAMRI INTRODUCTION A leading shrimp aquaculture company named Blue Archipelago Berhad (BAB) is a subsidiary of Khazanah Nasional Berhad, the strategic investment arm of the government of Malaysia. The establishment of this company was since 2010. The company is focused on the production of premium quality seafood for the global market. The business is built based on the high quality standards, food safety, ecological sustainability and social responsibility. Their ultimate aim is to develop a Malaysian seafood brand that is associated with wholesomeness and integrity. Currently, BAB operates two farms, iKERPAN (Integrated Kerpan) in Kedah and iSHARP (Integrated Shrimp Aquaculture Park) in Setiu. The existing of iKERPAN and iSHARP are able to increase productivity thus increasing the market share of Blue Archipelago Berhad. BAB is the first in Malaysia implementing SAP Business All-in-One and SAP Business Objects Edge Standard Solutions to optimize their operations. High-tech solutions are vital as they aim to be the market leader in the region focusing the business internationally while maintaining high quality food and ecological sustainability. Along with the business expansion, BAB is committed in giving back to society. They have established Blue Archipelago Community Alliance (BACA) and Certificate in Shrimp Aquaculture (CISA) that aims to educate the human capital. The vision, misson, and values of Blue Archipelago Berhad include : Vision We aim to be a world-class seafood company. Mission We are committed to be an ethical organization that practices transparency in business dealings; striving for commercial and environmental sustainability and practicing corporate responsibility. We undertake to set the highest standards in food safety, quality, service, reliability and cost efficiency of our operations. We are determined to be market-driven and to meet our customers’ requirements effectively. We pledge to provide a dynamic and challenging environment for our employees and to build long term relationships with everyone associated with us. Values Passion We put our heart and mind in our work to deliver the best value to all our stakeholders. Reliable We providetimely, accurate and cost effective products and services. Empowerment We empower our employees to take positive initiatives, to do what is right and to give their best atall times. Accountability We are fully responsible for our decisions and actions that influence our business operations and the impact it has to our stakeholders. Respect We give due respect to all and maintain the environment of team work, growth and mutual benefit. LEARNING OUTCOMES According to Mr. Nazrul Fadhli, the Human Resource Manager of Blue Archipelago Berhad, there were challenges in conducting shrimp aquaculture. The main challenge was diseases. White spot and yellow spot were the common diseases occur to shrimp. White spot disease has been infected the shrimp in BAB after three years establishment of BAB. A disease called early mortality syndrome (EMS) was and extraordinary disease but iSHARP BAB was free from this disease. The diseases that occur to the shrimp may decrease the production until 60%. The major factor of disease was the source of water and disease also could come from human error. Next challenge was the cost. Shrimp aquaculture farming really need high cost. Mr. Nazrul Fadhli added, the shrimp named Penaeus monodon, the giant tiger prawn or Asian tiger shrimp was costly but they were long-term culture period, easy to get diseases, low survival and bigger size. But Blue Archipelago Berhad has vannamei shrimp. BAB has been expending RM 200 million to buy the land in order to built the whole BAB include the 190 ponds in Kedah. To ensure that our shrimp product is safe, high quality and sustainable, we need to get certifications from accredited bodies in aquaculture practices. As BAB, their facilities had received certifications of Best Aquaculture Practices and certificates by Global Aquaculture Alliance, Hazardous Analysis and Critical Control Point (HACCP) and EU number certification from Ministry of Health MALAYSIA. In addition, iKERPAN also has been accorded certification by Department of Fisheries, the competent authority in Malaysia to export shrimps to EU countries. In order to produce premium shrimp, they had practice 4-starproduct traceability. From hatchery to processing, stringent bio-security standards are adopted in BAB to maintain peak quality and ensure excellent traceability. The level of the biosecurity can be classified into two; level A and level B. For level A, we were not allowed to enter the farm within 48 hours whereas level B cannot enter within 24 hours. BAB also practices full strength seawater culture for tastier shrimp. The water was channelled into the farm by a 2.8 km seawater system and discharged to the river after a series of retention and treatment ponds ensuring the local environment remains unaffected. Fully lined ponds and ideal weather conditions were also has been performed by BAB. Malaysia’s tropical climate allows for continuous shrimp farming. This is an advantage as they can practice staggered stocking and carry our harvesting plans for their live shrimps. These factors were vital in delivering consistent yield, size and quality in produce besides allowing for more production cycles per pond. It also ensures that the shrimp colour is dark. Besides that, they were stressed on the rules and regulations in shrimp farming. One of the rules includes traceability of the shrimp such as halal, HACCP and EU approval since shrimp is consumed by human. BAB products has been accorded with HALAL, HACCP and EU certification marking their commitment to produce 100% safe, high quality shrimps that meet stringent global standards. The shrimp also should be traced the feed being fed and should know whether there are chemicals or not. As BAB, they applied 100% no antibiotics and hormones to the shrimp. By practicing this, not only were they safe for consumption, the high quality water also enhances their taste and the farming techniques preserve their natural texture. Other than that, in shrimp farming rules, we also cannot simply discharge water into sea because it can case water pollution. Next, we also learned about farm management. The way to manage the farm includes be in control, for instance, BAB use automatic system of paddle wheel which serves as aeration and to supply oxygen to the shrimp. They also establish monitoring centre to monitor the condition of their shrimp farm and the activities performed by their workers. More advanced, they have sonic sensor to detect when the shrimps need feed. CONCLUSION In a nutshell, we had learned a lot of things from Blue Archipelago Berhad particularly in shrimp farming. Blue Archipelago Berhad is definitely a great shrimp aquaculture company that can be emulated. Moreover, since we are Animal Husbandry Science student, we able to apply those knowledgeable information in the future. Hopefully, there will be other academic talk that can give benefits to Animal Husbandry Science students in the future. REFRENCES Blue Achipelago. Available at: http://www.bluearchipelago.com/. [Accessed at: 31May 2015].

Literary Essay on “in the Kitchen” by Henry Louis Gates, “Am I Blue” by

The meaning of segregation is a disliking matter, all African Americans wanted was equal rights, no harm against them, and to be seen as one. Yet, the African race had to endure on changing their appearance, being compared to animals, and having to alter public space just to try and fit in with the white community. Hearing stories of those such as Henry Louis Gates and Brent Staples shows us how history can repeat slightly from the past. Indeed, African Americans would try and transform their hair, going from kinky to strait. In Henry Louis Gates, an American Literary critic, short story â€Å"In the Kitchen† (1994), informs the reader the politics of â€Å"good hair which is straight and bad hair which is kinky (314),† The title â€Å"In the Kitchen† is ambiguous meaning it has a double meaning. One meaning it is being in a three dimensional room, and the other meaning doing hair. Gates uses process analysis to give reader a vivid picture on how the African Americans endure on the difficult process of straightening their kinks, just to fit in with the white society. Given details on how African Americans would change their appearance just to try fit in with the white culture. According to Alice walker, she gives examples on how no matter what African Americans do to change their appearance as far as hair, African Americans will still be compared and objectified to animals. Laster 2 Additionally, In Alice Walker, an American Author, short story â€Å"Am I Blue† she persuades the reader to be sympathetic to animals and to show how similar animals and humans are. Alice Walker also gives examples on how sl... ... In conclusion, segregation is how separation was between groups of race is a dreadful situation. African Americans wanted no harm, they wanted be able to share the same places such as restrooms. The black community tried to change the way they looked, sound, or objectify to animals. African Americans are being seen as a negative light, because of the skin color, hair, and where we come from. Works Cited "In the Kitchen" Analysis"  StudyMode.com. 11 2010. 2010. 11 2010 . Walker, Alice. Am I Blue? Clouse, Barbara Fine. Patterns of a Purpose 6th ed. New York, NY: McGraw Hill, 2011. Print Staples, Brent. Just Walk on By: A Black Man Ponders his power to Alter Public Space. Clouse, Barbara Fine. Patterns of a Purpose 6th ed. New York, NY: McGraw Hill, 2011. Print

Essay --

La’Shya Bradford November 10, 2013 Eng 102-H1 Dr Amy Carmines Double Standards â€Å"I am America. I am the part you won't recognize. But get used to me. Black, confident, cocky; my name, not yours; my religion, not yours; my goals, my own; get used to me.† – Muhammad Ali African American women in the workforce have been seen as the lowest percentage in many companies. Corporate America is the toughest for women of color, due to the culture of companies and the value of women to many leaders of these companies. Today I will specifically be talking about Pepsi Corporation and how they could help turn this stereotype around and open the doors to many more African American women. The Pepsi corporation should expand their corporate leaders by increasing the African American women population as an attempt to diversify and highlight to many the value of women of color in corporate America. The history of women has been defined as lower positions of life for ages. Having to take the back seat to male figures has been the way of life for women in general. Since before we could even think back Greeks had the same view of women as we did and still do to some extent. For instance, let's refer to Greek mythology such as The Odyssey. Penelope is the wife of Odysseus and the mother of Telemachus And even though she is queen of Ithaca she has to play the back seat to all men. Even her own son whom she lives with and by his rules due to the absences of her husband and her son age approaching a mans. On page 89 in Homer: The Odyssey Telemachus demonstrates his authority. He says â€Å"So mother, go back to your quarters. Tend to your own task, the distaff and the look, and keep the women working hard as well. As for giving orders, men will see that, but ... ...effective organizational knowledge.. Bring solutions by offering lighter, more diverse ways to help better understand customers. Take steps to ensure that staff is attempting to share useful knowledge that’s relatable and nurturing to the customers. Pay attention to what your employees learn from customers. The Pepsi corporation should expand its corporate leadership by increasing the African American women population as an attempt to diversify and highlight to many about the value of women of color in corporate America. This will help them take away from this stereotype of African American women in the workplace and the value of women in general. This routine can also help Pepsi stay true to its company culture as one of the first companies to open doors for African Americans and the women's community. Their position values will be more respected and recognized.

Sympathy for PIP :: essays research papers

Great Expectations Dickens’ gripping novel of 1861, Great Expectations, portrays his distinguishing tendency to exaggerate both plot and characters. Chapter eight enhances his main aim of initiating sympathy for Pip, and this, consequently, lasts for the novel’s entirety. We are shown similarities between Dickens’ early childhood memories and the protagonist’s inability to defend himself against the injustices he discovers throughout the early years of life. Dickens successfully creates a sympathetic mood through a range of techniques, including an exquisite use of emotive dialogue, sophisticated imagery and symbolism. He explores and brings originality to timeless themes such as fear, loneliness, luck, classism, social justice, humiliation, and humor, which is cleverly incorporated into his writing for the first time to bring an uplifting mood to an otherwise dark and disturbing tone. His use of Miss Havisham and Estella as tools to evoke sympathy and casting the central character as the narrative voice increases compassion and creates a dramatic attitude. In this essay, I will also examine the opening and ending of the chapter, which contribute to its overall effect. Opening and Ending of the chapter After the initial detailed account of Pumblechook and his home, we are immediately endeared to Pip and express sympathy when he begins to depict the low ceiling of his attic space. Our sympathy is again increased and contained throughout the entire chapter – from the humorous torment of Pumblechook’s sums to meeting the somewhat frightening Miss Havisham and stepping inside her lonely, dilapidated abode. Pip’s already dire situation is once again worsened by Estella and Miss Havisham’s cruel and menacing comments about the situation in which he finds himself. They arouse our consideration through the way in which they interact, both with each other and with Pip, making him feel ‘much more ignorant’ than he had considered himself the previous night. His growing obsession with Estella and her view upon him drags down his self-esteem to an all time low and consequently builds our sympathy towards him. It is here that his feeling of despair and worthlessness present him with the new target of becoming a gentleman, so far from his status at that present time. Social Class Great Expectations frequently refers us to the present class system of a post-Industrial Revolution Victorian England. The theme of social underlines the book’s overall plot and moral theme that loyalty and conscience are worth more than social advancement, wealth and class. During the 19th century, there were vast differences in social class. Although it was incredibly easy to slip down the social ladder, the poor often resorted to begging or stealing in order to

Managing AIDS

Introduction In the situation with Frank Deloisio, a middle manager who had AIDS, Jean Langone Smith had one of the greatest tests of her career. She was encountered a case of the type which so many managers can come across, as one in every 250 Americans has been diagnosed with the plague of the twentieth century, yet the situation is so delicate that few books can help a person in managing position to sort out the ethical issues that relate to it. Managing AIDS: Issues To Confront In a sense, managing a person diagnosed with AIDS is similar to managing any other person who has been diagnosed with a different terminal illness like cancer or tuberculosis in the final stages. However, AIDS is a special social phenomenon due to the stigma associated with this contagious disease. It has come to symbolize the bohemian lifestyle of the homosexuals and prostitutes, and many people feel that a person is to blame for having incurred such a condition. Besides, despite the medical professionals’ assurances, there are still fears that a person with this condition may infect somebody in the environment, which makes the removal of such a person from the group desirable for some. One more issue that was associated with AIDS in Frank’s case was his frequent absences. He in some ways had to use Jean and others to be able to pay for his disease. The employees at DEC had to put in extra time and carry the extra workload to compensate for his frequent treatments. Besides, people were not even informed about the reason of his absences, and thus had a reason to believe that he was merely using them to take time off work to attend to his personal matters. Utilitarian Perspective If Jean had viewed the happenings from a utilitarian perspective, she would merely be concerned with the consequences of her decisions, and in evaluating those consequences, her primary focus would be the amount of happiness or unhappiness of the people that would result from it. Thus, dismissal of Frank Deloisio seems a plausible option. If he had been fired for his illness, the company would have to replace him with a different person who would most likely be able to handle the responsibilities, devoting more time to them. Then all the employees would be happy, as they would be relieved of their extra responsibility. As for Frank, he would be less important, as his troubles are those of a single person. Deontological Perspective From a deontological view, it is necessary to do what is right regardless of the consequences. The view taken and the practical steps depend on the stance adopted towards what is right or wrong. Thus, if the right thing is standing by the sick person, then the right thing is to help Frank in his predicament, sharing his responsibilities. One could say that a sick person is not able to care for oneself, and thus it is correct from the ethical standpoint to share the benefits available to other people to help the sick one. On the other hand, if one adopts the view that the ultimate good is efficiency, then Frank’s dismissal is a viable option as he is clearly in the way of the company’s success. His replacement with a different person would contribute to the efficient functioning of the company as a whole. Fairness to AIDS-Infected Person Fairness means dealing with people honestly and in accordance with principles. In this sense, the manager’s obligation consists in dealing with employees fairly, without bias or prejudice. Thus, a person suffering from AIDS should be dealt with in the same manner as any other person who is suffering from a serious health disorder. This also means that the manager should induce all the employees to treat the one infected with AIDS in the same manner. Thinking about Rights Maintaining the rights of a person requires the adherence to a certain set of principles. For instance, the sick person has the right to confidentiality, and this is what Jean has been trying to do for Frank. Besides, Frank was also entitled to company’s medical insurance, and the full coverage of the costs associated with his illness. Regarding a case from this perspective involves the maintenance of a number of basic principles, but there is always the danger that something might fall through the cracks. For instance, if the person is not entitled to a change in job responsibilities, this will not be pursued by the manager as it is not part of the sick employee’s specified rights. How Jean Did Jean, although unprepared to deal with a situation like that, lived up to the challenge of solving organizational problems in her department. She was not reached by the AIDS programs to the extent that she could derive her knowledge of what she could do from that source, and thus she was acting based on her own ethical judgement. Jean went far beyond what was necessary according to the formalities at the company. She assisted Frank in adjusting his responsibilities to suit his current health conditions, and even had an idea to coin a new position designed for him where he could emphasize his technical skills, without putting pressure on him that he could not handle. When his health deteriorated, she relaxed his responsibilities even further. This raised her authority with the personnel, allowing people at the company to see that she was ready to go beyond what was prescribed by the rules to accommodate her employees. In a way, her own ethical perspective was changed: if previously she looked at the people as professionals, restricting her relationship with them as a purely business one, now she could show that she was ready to see them as unique individuals that are important not only as cogs in the machine. Perhaps the clear-cut nature of the case that involved helping a sick person helped Jean to make a leap from a strict and formal manager to a life-and-blood personality. If Jean had been confronted with a more ethically ambiguous case like accommodating the frustration of person in the middle of a divorce, she would be more tempted to think along the lines, â€Å"They have to cope with their problems on their own†. Facing a situation of someone hopelessly ill changed her behaviour and views. Conclusion Jean did well as she preserved the rights of a sick person, acted fairly, and was good at maintaining the basic principle of helping a sick person. Jean’s actions were also right from the utilitarian perspective in a sense. Supporting an employee in need helped her to uphold her image in the eyes of others, as well as the image of the company. The employees at DEC were able to draw the conclusion that if they fall ill with AIDS, they can probably expect the same sensitive and insightful treatment. This idea is going to boost their morale in the long run, and increase their loyalty for the company. The case made headlines, which is going to serve as positive publicity for DEC, elevating the corporate image. It is perhaps unfair to suspect Jean of such a motivation being her primary driver, but this serves to show that her actions gain support from both deontological and utilitarian perspective.

Holistic Approaches to Development Essay

My focus with this assignment will be on education as a whole and to demonstrate a knowledge of key legislation in respect of curricula and initiatives within the widening children’s education work-force. I will do this through relevant reading and understanding gained from personal experience, demonstrating a comprehension of the holistic nature of learning and how it is developed through age-appropriate activities. I intend to show an understanding of the types, role and functions of play. I will relate them to theoretical and practical models of play and learning practised at my setting, where the Primary Years Programme is implemented. The Primary Year Programme (PYP) takes a holistic approach in developing the complete child. Practitioners endeavour to deliver a curriculum that is relevant and meaningful to the child. Piaget suggests the principal goal of education is to create people who are capable of original thought and of being creative and not simply repeating what previous generations have done. The PYP is a Primary Curriculum recognised world-wide and the PYP for Early Childhood synthesizes insights of educational research pioneers such as Maria Montessori and Rudolf Steiner who maintained that education should be understood as the art of cultivating the moral, emotional, physical, psychological and spiritual dimensions of the developing child (J,1013). Play is child-centred activity that engages young children and promotes learning. Play is the means by which children make sense of the world and is an effective method of teaching young children. Play is a context for learning through which children organise and understand their social worlds as they actively engage with people, objects and representations. An holistic approach to education focuses on the whole child with care and education being of equal importance; and is known as a combined holistic approach. Montessori and Steiner are among the most important of the many education theorists who have influenced the way children are educated today. Learning through play is one of the key principles that they and other education theorists advocated. All children have the right to be in a safe and welcoming environment. Keeping children safe is of course â€Å"a non-negotiable element of any early years framework† (Tickell, 2011. ) In the United Kingdom there is a wide range of legislation enacted specifically with the aim of protecting children and their families. The safeguarding and welfare requirements are given legal force by The Early Years Foundation Stage (Welfare Requirements) Regulations. EYFS is the legal framework for the welfare and safeguarding of all young children from birth through to the end of the reception years in all types of early years education provision. Learning Outcome 1 -You will need to produce clear evidence of your knowledge and understanding of key, recent legislation ; current initiatives pertinent to your setting practice. You can demonstrate this by discussing what is encompassed within the initiatives currently informing practice and identifying the various curricula available to parents, children and settings e. g. National Curriculum, The Early Years Foundation Stage, Steiner Approach, Montessori etc. Higher grades will be awarded if you can demonstrate a critical awareness of the importance of the key legislation ; current initiatives pertinent to your chosen age range within the setting Learning Outcome 2 – You should show that you understand the nature and meaning of a holistic approach to learning and development, whilst recognising the need to provide strategies for incorporating a range of holistic age related curriculum-based learning activities, which help promote development through play and. You should also identify specific aspects of your age-related research as being of significance to holistic development and explain their importance. To improve the grade you must show that you have considered a wide and comprehensive range of strategies for incorporating holistic age related curriculum -based learning activities, which will help development through play and learning in the setting. Remember that the essay is intended to show your ability to integrate ideas and information drawn from a range of sources From early in the 20th century, a number of holistic approaches to early education have been put forward and refined (ref needed) . The most important principle of holistic education being to engender and nurture a sense of wonder in the child. Montessori, for example, spoke of â€Å"cosmic† education, which â€Å"helps the young person feel part of the wholeness of the universe, so that learning will be naturally enchanting and inviting† (Miller,2012 pg for a direct qoute). Holistic education is founded on the premise that each person finds identity, meaning, and purpose in life by connecting with the community, to the natural world and to spiritual values such as compassion and peace (J  ? author  ? , 2013). Miller date  ? describes holistic education as: â€Å"†¦Ã¢â‚¬ ¦. an attempt to return to the mysterious source of human creativity and authenticity for fresh inspiration. It seeks to enable the wholeness of the human being to emerge and develop as fully as possible. In contrast to progressive education, Holistic education sees the child as an emerging spiritual being within a larger planetary and cosmic ecology that extends beyond social and political realities. In Holistic education we must respond to the learner with an open, inquisitive mind, a loving heart and a sensitive understanding of the world he or she is growing into†¦.. † (Holistic Education, 2011). too long a qoute, break down into own words please While However, the Reggio Emilia approach to holistic education involves dealing with or rating the ‘whole’ of something or someone, and not just a part of the ‘whole’ (J  ? ,   2013). This approach also places great emphasis on artistic self-expression and engaged creativity. Miller (2006) suggests that while there is clearly no one method, after reviewing a number of different holistic teaching methodologies, he concluded that there are four key aspects of the holistic approach to teaching: Learning is organic, emergent, experimental and based on cooperation. There is a strong sense of community and engagement between children, parents and educators where those members feel strongly to care for one another There is a great respect for children’s inner life, with methods ranging from environmental spaces that facilitate time out of competitive nosier environments, to time to ask deeper questions about the meaning of life and spirituality. There are strong connections to nature, with the care and connection with the environment incorporated throughout the curriculum (Higgins, 2012) In keeping with a holistic approach, the Priamary Years Progra (PYP) curriculum is an inquiry-based transdisciplinary curriculum. Pre-planned teaching is facilitated only in so far as it initiates open-ended questioning and inquisitiveness. Children are given maximum opportunities for discovery. A child’s questions are an important part of what happens in a PYP classroom. The school aims to develop the whole child, so while developing academic knowledge and skills, we also develop a child’s social and emotional skills and understanding. Children are taught to be caring individuals and encouraged to make a positive difference in the world. The IB Learner Profile Attributes guides schools in their holistic approach to education and includes the social and emotional aspects of a child’s school life. The PYP teaches students that they can make a difference in their lives by being independent and making â€Å"good choices,† for example by turning lights off to save energy when leaving the classroom, or recycling materials to avoid unnecessary waste. Physical education too is an integral part of the PYP curriculum and provides vital opportunities for the physical, social, emotional and intellectual development of the child. In Nutbrown’s (2012 pg  ? ) review she asserts that, â€Å"high quality early education and childcare can have a positive long term impact on a child’s later learning and achievements. † Connecting with nature is important for a child’s spiritual development and should inform daily activity. Incorporating holistic activity into the early childhood classroom provides opportunities for children to connect with nature. Activities such as painting classes in a park or other open-air neighbourhood location expose children to nature, while painting on mirrors helps develop self-awareness and spirituality by encouraging creativity and the representation of ideas while having fun. These are all straightforward, uncomplicated, activities that encourage a child to be inquiring. Refs needed The extreme heat and humidity at certain times of the year in Hong Kong make it impractical to take children outside to explore and discover. When this happens, we do our best to bring the outside into the classroom. We use natural materials such as shells and leaaves to inspire and encourage creativity. We also provide tools more normally associated with adult usage, such as cameras, this to illustrate the point that children are competent and capable learners and able quickly to master relatively sophisticated technology. As our knowledge of each child increases and we become more familiar with his or her interests, we use this and festivals such as Diwali, Christmas and Thanksgiving to inform our planning This learning outcome requires you to show sound evidence of practical knowledge and understanding of theoretical and practical models of play and learning which incorporate examples of the different types, roles and functions of play in the widening children’s workforce setting. To improve you would need to demonstrate clear, concise, in depth evidence & knowledge/understanding, of the application of practical and theoretical models of play and learning. Incorporating a range of examples of the different types, roles and functions of play. Smidt (2011) argues that Play may be defined as the way children, within a context, a culture, a family or a community explore or experience something that excites and interests them and is fun. Through play, children learn to express or communicate their feelings (Smidt,2011. ) Wood (2005) further supports this viewpoint by stating that †¦Play activity entails a wide range of behaviour and may be found in different contexts and with multiple meanings for children and adults (Wood,2005. A holistic, place-based, approach to learning utilises the local community and environment to teach subjects across the curriculum, emphasising hands-on real life experiences. Ref here Blah Blah (2010) discusses how Various educational theorists have influenced the way young children are educated today. Among the most influential have been Rudolf Steiner and Maria Montessori ref. Both shared a belief in the importance of learning through their play. They believed that experimental learning through play was more effective teaching methods than ones that were directed and prescriptive ref. The Reggio Emilia approach, developed by Loris Malaguzzi,ref here emphasised the role of the child as a competent agent in his or her own learning. Within this setting, educators make informed choices about the pedagogical approaches and curriculum based on the theories and principles of Malaguzzi. There must be a reference or more within every paragraph to show where the info came from, it’s particularly important when discussing theory or viewpoints. Bruce (date) as cited in Smidt (date) clearly regards play as one of the most significant ways children learn. She refers to play as ‘an integrating mechanism. ’ When children are involved in self-chosen play, over which they have control of what they are doing, they are able to bring together many aspects of their learning, coordinating their activity in a way that brings about or creates new learning (Bruce, 1991 page ? ), enabling discovery and problem solving as the child becomes increasingly independent. There are play opportunities both inside the PYP (Primary Years Program) classroom and in the playground as the learning environment is equipped with material that provides for a range of creative learning. A PYP classroom reflects what Moyles (date) regards as one of the most significant aspects of play – that of ‘ownership,’ meaning that the child takes control over finding answers to questions that interest him or her. Wood 2005) recognizes that Play cannot always be easily defined or categorised because it is always context dependent and the contexts are varied (Wood,2005). Types of play cognitive play, involved play, passive play, pretend and socio-dramatic. She discusses this viewpoint further by stating The context of play will determine its nature and category, play is therefore ‘context-dependent (Wood, 2005). However, as the context varies, so will the nature of play in which the child engages: cognitive play, involved play, passive play, pretend play and Socio-dramatic play being the most important types. The physical development young children is also essential. Research has shown that physical activity in young children can enhance concentration, motivation, learning and well-being. Early Years educators use their knowledge of developmentally appropriate practice and the interests of the child to organise activities that provide opportunities for freedom of movement and physical stimulation. Refs needed throughout this paragraph Piaget, another theorist, (date, cited in? ) believed that play and imitation were an important feature of his theory. He saw play as almost pure assimilation without any attempt to adapt to outer reality (Wood, 2005). While Erikson ref thought the world of play was very important in the early stage of a child’s development, providing, as it did, a safe place for a child to work through conflicts in its life. Piaget, Erikson and Vygotsky ref all agreed that children use play as a way of teaching themselves. A child plays through situations very much as adults might think through a problem or difficult circumstances in which they find themselves. Children, of course, can more readily and naturally engage in fantasy play, when they delve into symbolic representations of objects and ideas by acting them out as part of a game or other form of play. ref Try to widen references from Wood, and use more than one ref in a paragraph. If you use the same source within a paragraph, you can use the term (ibid) which means ‘the same’ in Latin. You can only use it with the paragraph that you’ve cited the author e. g. Wood (2005) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ blah blah blah (ibid) Its important you are using wider reading within and throughout the work There should also be a conclusion, which shows awareness of good practice and professional development through the implementation of this module. Throughout the essay, you must show the ability to integrate a range of information, drawn from a wide and varied area of sources (LO 4) Learning Outcome 4 – You will need to draw upon a range of contemporary source materials to inform your individual research into the impact of current/pending government initiatives & legislative factors on early years settings and the resultant age-related curricula delivered. Educational & researched-based journal articles afford the best opportunity of achieving this. Use of tertiary sources and of web-based material is permitted but is unlikely to attract significant additional marks. Sourcing and researching other related material may also earn additional marks.