Decision-Making Approaches Essay

There are many decision-making approaches and they all depend on the situation that the decision maker(s) is in. In the second case where there are infection cases in a certain hospital, the duty of the administration is to make a decision that makes sure the problem subsides. One of the main approaches that the management can use in such a case is the vision-led approach. The vision of a company is one of the best tools to show what the organization stands for. The vision also shows the core values of the hospital. If one of the nurses does not act according to the core values of the organization, they ought to take action. This approach involves the administration calling the nurses and pointing out the issues. The organization then relays the mission, vision and core values of the hospital and acts according to what they stipulate (Jones & Beck, 1996). The second approach is the consensus-led decision approach. In this method, the stakeholders, management and nurses sit down and look for ways to come up with solutions. In this kind of approach, every person has a chance to propose solutions and they all take votes to choose the most viable one. Explain why this decision is better made by a group rather than by an individual. A decision is best made by a group than an individual because the group raises issues that the individuals may not have known. The group also feels involved and they make sure that they implement the proposed solution. This approach makes sure that there is a collaboration from all the members of the hospital. In this style of decision-making, the nurses and workers also get to know the gravity of the situation and they are involved. The workers also give information on what is happening in the departments. Discuss the  advantages and disadvantages of the group decision-making process for this scenario. Consensus or collaborative decision-making has many advantages and they are the reason why it is the best approach in this scenario (Chong & Benli, 2005). A consensus group is a stronger than a group of one because it is committed to finding concrete solutions. When people come together with one mission, they do better than an individual. In a consensus group, the hospital has more information, ideas and suggestions. Some of the ideas are viable and they are ideas that people can follow and live with. A group comes up with creative solutions. For example, in this scenario, the administration may have the idea of getting rid of some nurses while there may be better ideas like increasing cleanliness and sanitation. Consensus is amicable and it makes people like they are part of a team. When people feel valuable and part of a group, they make sure that they work hard to fulfill the things that the group set put to do. This decision-making approach is applicable to many types of situations (Yearwood & Stranieri, 2012). In conclusion, the disadvantage of consensus is that it takes a lot of time. If a person or group is trying to make a hasty decision, this is not the best approach because it involves gathering everybody, listening to opinions and then voting for the best decisions. If there are two great ideas, it takes time to decide what the better ideas is. This method does not work for large numbers of people. There is the likelihood of many people disagreeing with the decision. References Chong, P., & Benli, Ãâ€". (2005). Consensus in team decision making involving resource allocation. Management Decision, 43(9), 1147-1160. Doi: 10.1108/00251740510626245 Jones, R., & Beck, S. (1996). Decision-making in nursing. Albany: Delmar Publishers. Yearwood, J., & Stranieri, A. (2012). Approaches for community decision-making and collective reasoning. Hershey, PA: Information Science Reference.

Preparation of Cyclohexanol

Introduction: Cyclohexanol is mainly used in the production of caprolactam and adipic acid that is a raw material of nylon 6 (Zhang, et al, 2002). Cyclohexanol can be produce through several methods, which include the oxidation of cyclohexane, the hydration of cyclohexene, or the hydrogenation of phenol (Zhang, et al, 2002). Problem with oxidation of cyclohexene is poor selectivity, extremely large recycles and explosion hazards. (Suresh, Sridhar, Potter, 1988). The purpose of this experiment was to synthesis cyclohexanol by hydration of cyclohexene using concentrated sulphuric acid as an acidic catalyst.In hydration reaction, C=C B bond is replaced by hydroxyl group (Hornback, 2006). Overall reaction: (McFadden, 2012) In the first step, the mixture of water, concentrated sulphuric acid, and cyclohexene was shaken vigorously until it became a homogenous solution. Followed by, the addition of water, and the distillation process lead to the hydrolysis of the alkene. Finally, addition o f diethyl ether to the mixture then distillation took place to be purified and to obtain the final product, cyclohexanol (McFadden, 2012).Diethyl ether was used to extract alcohol from salt-water mixture because diethyl ethers solubility in water is lower than cyclohexanol which helps remove alcohol from the salt-water mixture (Merzougui, A, et al. , 2011). (McFadden, 2012) Cyclohexene is added to water-acid solution, which formed two liquid phases were due to insolubility of cyclohexene in water-acid solution. It is very important that mixture is mixed well to make a homogeneous solution and allow reaction to complete. Cyclohexene was reacted with water and with sulfuric acid to form protonated cyclohexanol and cyclohexyl hydrogen sulfate.Protonated cyclohexanol and cyclohexyl hydrogen sulfate are soluble in water-acid solution (McFadden, 2012). When this mixture is heated, cyclohexyl hydrogen sulfate converts to protonated cyclohexanol which is equilibrium with cyclohexanol (McFad den, 2012). Moreover, distillation technique is used to separate components of a liquid mixture, where liquid is boiled to vaporize and then condensed back into liquid called distillate. Distillate components are collected with a lowest-boiling point to highest-boiling point.In this experiment, distillation is used to separate the organic compound from sulphuric acid solution; azeotrope of cyclohexanol and water is formed as distillate, it also contains some cyclohexene components. Azeotrope has a fix boiling point like a pure compound. Cyclohexanol is considerably soluble in water, so poor yield is expected (McFadden, 2012). Addition of sodium chloride to distillate solution improves the final product yield because it reduces the solubility of organic compound, and extracts cyclohexanol from aqueous phase. It is due to salt’s higher solubility than organic compound.Also, anhydrous potassium carbonate is used to absorb water and to neutralize any trace of acid. During distill ation of pure cyclohexanol, most of the product should be collected as temperature reaches 161? C (Weast, 1988). This experiment also introduces determination of the refractive index; it is one of the most convenient methods used to determine purity of liquid. It is a ratio of the sine of the angle formed when light ray is bent when passing from an air medium into a liquid medium; in other words it is a ratios of the speed of light in a vacuum to the speed of light in the liquid medium.Refrective index (n) = C_vaccume/V_medium (McFadden, 2012). At 20Â °C, the expected refractive index of cyclohexanol is 1. 4641 (Weast, 1988). Procedure: The experiment was done in two parts. Part-A was hydration of the alkene, and Part-B was isolation and purification of the cyclohexanol. To perform hydration of alkene, 7. 0mL of water and then 14mL of concentrated sulphuric acid were added to a 125mL Erlenmeyer flask. After that, flask was placed in ice-bath until it was cold to touch. 16. 4g of cy clohexene was added to weighed 250mL round-bottom flask.In the same round-bottom flask, the chilled water-acid mixture was added. In order to mix the solution, the flask was vigorously shaken for 20 minutes. While shaking, regularly stopper was released to prevent any build-up of vapour pressure. After flask was vented and allowed it to stand without disturbing for about 5 minutes. Because two distinct layers appeared, continued shaking for extra 10 minutes until solution was homogeneous. Next, an additional 120mL of distilled water were added in homogeneous solution with addition of 3 boiling chips.The same round-bottom flask was then set onto a distillation apparatus, and started distillation. Distillate was collected into an 125mL Erlenmeyer flask, and boiling point range of azeotrope was noted. Subsequently, 25g NaCl was dissolved to the distillate, but not all salt was dissolved. After that, flask was covered with parafilm (McFadden, 2012). In the next lab, distillate mixture w as transferred to a separatory funnel. Distillation receiver flask was washed by 20mL diethyl ether, that diethyl ether was then transferred into the separatory funnel.Mixture was allowed to delayer for 3 minutes. Afterwards, bottom aqueous layer was drained into a aqueous waste beaker; and top ether layer was transferred in an another 50mL Erlenmeyer flask which contained 3g of anhydrous potassium carbonate, swirled and allowed the mixture to stand for 15 minutes. Next, no potassium carbonate but only liquid mixture was transferred to round-bottom flask for the distillation. Diethyl ether and cyclohexene were distilled and collected into a flask until it reached 120Â °C, and later discarded in an organic waste.As temperature reached 120Â °C, a clean, dry and pre-weighed flask was replaced to collect final product, cyclohexanol. As soon as flask was replaced, cold water was turned-off and hot water was turned on. Continued to distil until there was no liquid in the distillation fl ask, and boiling chips started to change colour. Small amount of residue was kept in distillation flask to prevent it from breaking. Finally, cyclohexanol was weighted and from small sample the refractive index was determined (McFadden, 2012). Result: Amount of cyclohexene used = 16. 40g = 16. 40g of C_6 H_10? 1/(82. 143 g/mol)=0. 9965=0. 1997mol of C_6 H_10 Limiting reagent is: Cyclohexene Bp range of azeotrope mixture: 85-95. 4Â °C Literature bp range of azeotrope mixture: 97. 8Â °C; edition: 53rd; page: D-16 Bp range of diethyl ether: 34. 6-41. 6Â °CLiterature bp range of diethyl ether: 34. 51Â °C; edition: 53rd; page: Bp range of cyclohexene: 82. 8-90Â °C Literature bp range of cyclohexene: 82-98Â °C; edition: 53rd; page: C-259 Bp range of pure cyclohexanol: 157-161. 0Â °C Literature bp range of cyclohexanol: 161. 1Â °C; edition: 53rd; page: C-257 Weight of pure cyclohexanol = 7. 1g Percent yield = (actual yield (g))/(theoretical yield (g))? 00%=7. 1g/20. 00g? 100%=35. 5 % Theoretical yield= (0. 1997mol of C_6 H_10)/? (1 mol of C_6 H_12 O)/(1 mol of C_6 H_10 )? (100. 158 g)/(1 mol of C_6 H_12 O)=20. 00g Refrective index of pure cyclohexanol: raw 1. 4643 at 21. 2Â °C Corrected 1. 4658 at 20Â °C Correcting refractive index: n_D^20=n_D^21+[0. 00045Â °C^(-1)? (21. 2-20Â °C)] =n_D^21+[0. 00045Â °C^(-1)? (1. 2Â °C) =1. 4643+[0. 00054] =1. 46484=1. 4648 Refractive Percent yield error: ((1. 4648-1. 4641))/1. 4641? 100%=0. 05% Literature refrective index of cyclohexanol: 1. 4641 at 20Â °C Edition of CRC: 53rd; page: C-257 Discussion:Before reaching a concrete conclusion, it is very important to interpret the result that was obtained in this experiment. In this experiment, cyclohexene was hydrated to produce cyclohexanol; because the direct hydration of cyclohexene is very slow, concentrated sulphuric acid as an acidic catalyst is used to speed up the reaction (McFadden, 2012). When cyclohexene was reacted with water and concentrated sulphuric acid, da rk homogenous solution was formed from colourless heterogeneous mixture. The reaction was cyclohexene ? protonated cyclohexanol + cyclohexyl hydrogen sulfate. Both of hese products were soluble in water-acid solution, therefore reaction could go to completion (McFadden, 2012). Moreover, azeotrope of cyclohexanol and water was a positive azeotrope which means boiling point of azeotrope was less than the boiling point of cyclohexanol and water. Moreover, distillation process can prevent side reactions and by removing the products it shifts equilibrium on right hand side to increase percent yield; however, it is not enough to improve percent yield. Cyclohexanol is soluble in water; so addition of NaCl forces cyclohexanol to leave aqueous phase into organic phase.By reducing its solubility in water, NaCl molecules were holding water molecules. It is due to NaCl’s stronger attraction to water than cyclohexanol; solubility of NaCl in water is 360g/L, and solubility of cyclohexanol in water is 36. 0g/L (Weast, 1988). It is a great way to separate azeotrope into different components. However, enough salt is necessary to make solution saturated to separate all cyclohexanol from aqueous solution; for example, 45. 72g of NaCl is needed to make solution saturated in 127mL of water. Required salt can be calculated by multiplying solubility of salt in water with given volume.In part B, there was cyclohexanol found in the condenser because temperature of water running in the condenser was low compare to melting point of cyclohexanol, which is 24Â °C; so some of the cyclohexanol was stuck on the inner-surface of the condenser. Cold-water was turned off, and hot-water turned on when cyclohexanol was collecting during distillation process to remove the cyclohexanol from the surface of condenser and used in the final product. The result shows that the percent yield is 35. 5%. As expected percent yield is low because the strong acidic conditions and solubility of cyclohex anol in water (Hornback, 2006).Observed reflective index is very close to literature value of reflective index of cyclohexanol, which tells that product is pure but there is still some impurities. The result is also due to inefficient experiment procedures. This experiment required precise measurements of data in order to obtain accurate results. But, there are many possible sources of experimental error when performing this experiment. Firstly, if water-acid solution was not cooled enough to add cyclohexene, then some of the cyclohexene have evaporated.Cyclohexene is a limiting reagent meaning it will affect the overall weight of cyclohexanol by reducing the amount. Secondly, not using properly clean and dried equipments may affect on reactants’ activities, such as a flask, beaker, graduated cylinders. Thirdly, solution was not homogeneous; in other words, failing to mix properly for the reaction to go to completion. It was hard to judge due to very dark colour of the soluti on. If reaction was not fully reacted means not all cyclohexene were reacted to form protonated cyclohexanol and cyclohexyl hydrogen sulfate.Fourthly, some potassium carbonate may have entered in distillation flask which resulted in reverse reaction causing to lose more cyclohexanol. Fifthly, a small amount of product might be lost when transferring from one container to another. Sixthly, some cyclohexanol was left in round-bottom flask in order to prevent the round-bottom flask from breaking due to over-drying or over-heating. There are a few methods that would improve the accuracy of the experiments, if considered and followed with care. While recording the volume from the graduated cylinder the goal is to look for at the curve on the top of a standing body of liquid.Before experiment takes place make sure to clean all equipments that are going to be used throughout experiment to avoid any beside reactions in the experiment that may affect the final result. When transferring from one flask to other, sometimes filter paper would be a better solution to prevent unwanted product from entering into a reaction flask, and to prevent any reverse reaction to occur, such as potassium carbonate. Conclusion: In this paper, distillation process for the indirect hydration of cyclohexene to cyclohexanol using sulphuric acid as an acidic catalyst is demonstrated.In the hydration process, double bond of cyclohexene is replaced by the hydroxyl group to form alcohol. Obtain reflective index of cyclohexanol is 1. 4648, and the literature value of reflective index of cyclohexanol is 1. 4641at 20Â °C; which shows that final product was very pure. The result also showed that the percent yield is only 35. 5%, it is due to the strongly acidic conditions and solubility of cyclohexanol.

Lockheed Martin Exercise Essay

Question 1: The Lockheed Martin website gives the impression that this company strives to make ethics a top priority among its employees. Lockheed has successfully integrated marketing ethics throughout its corporate culture by instituting mandatory ethics training sessions. The company requires that employees make every effort to attend in-person training; however Lockheed makes online training available to those who are unable to attend to live training. This ensures that each and every employee has the opportunity to attend the ethics training session. In addition to having training sessions and requiring employees to acknowledge their completion of the course, Lockheed also has a clearly defined code of conduct, and the company expressly states its vision and values. The message of â€Å"doing what’s right,† respecting others, and doing the very best job possible are often repeated on the corporate website. The website also lists numerous additional links and resources for employees’ use. Question 2: The current ethical minute series does seem like it would be effective in establishing an ethical culture because the videos present realistic scenarios. First, the videos describe the ethical issue along with potential consequences. Next, the characters experience a conflict in the workplace, and they must decide whether they should follow the company’s procedure and possibly face negative consequences, or simply let the incident go unreported. The video shows the characters as they go through a thought process that is very similar to the way a real Lockheed employee might react. Overall, the video series appears to be effective because it presents ethical issues to employees in a way that is informative, entertaining, and the many employees will likely understand and relate to the message that is being delivered. R. J. Reynolds Tobacco Company Question 1: R. J Reynolds must make many considerations when formulating a marketing strategy. The company’s website indicates that the information that has been released on health risks related to tobacco use is a large concern. The website seems to reflect that the company feels obligated to state that individuals who have ceased using tobacco and those who have never started should avoid tobacco products. There is also a statement that minors should not use tobacco under any circumstances (including exposure to secondhand smoke) and that tobacco is harmful and no tobacco product has been deemed safe. The company also states that individuals should rely on statements by the Surgeon General and the CDC when making decisions about tobacco use. These statements reflect pressure from governmental agencies and outside groups to inform the public about the serious health risks that are associated with tobacco. The company also mentions that tobacco use should be allowed in adult venues. This indicates that the company feels that recent trends in smoking regulation are unfair and far too strict and are counterproductive to the business interests of tobacco companies. Question 2: R. J. Reynolds Company has used the negative impact that increased health concerns have had on the company to portray itself as a morally and socially responsible. Not only does the website convey information about health risks, but the company also uses changes in smoking regulation laws as a basis to encourage political activism, as stated on the Smoker’s Rights page. The media page also shows that the company has made large donations to community causes. These actions serve to portray the tobacco company as socially responsible and positive, though the company sells a product that has a negative impact on health and has consequently come under fire as a result.

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Grande Dixence Dam Essay Example | Topics and Well Written Essays - 250 words

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The Product Life Cycle in Relation to the Diverse Activities and Essay - 3

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Social and Economic Inequality Essay Example | Topics and Well Written Essays - 1500 words

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Analysis of Cross Cultural Management of Ericsson Company Assignment

Analysis of Cross Cultural Management of Ericsson Company - Assignment Example The different countries have different beliefs, traditions, and religions giving rise to a wide array of the cultures. The management of the companies has grown keeping in view with the culture of the different countries giving rise to the cross-cultural management. It has become a prime concept in the context of the modern business environment for the development of the business. The corporate culture today is involved in understanding the essence of the different cultures of the countries. It has become important for the companies to understand the cultures of the countries they operate and influence the operations of the companies. The companies in the different countries employ the people of the country who are influenced by the domestic culture. It is important to understand the culture to understand the operations and the activity of the employees in the countries. The management has to get a hold over the culture to influence the change in the organization and to look into the development of it. It has become an integral part of the organizations in the world over and it is not merely an â€Å"add-on†. (Lakomski, 2005, P. 42; Tjosvold & Leung, 2003, P. 156)   The paper will deal with the business case of Ericsson. Ericsson is a Swedish telecommunications company and a firm in the industry that can offer end-to-end solutions in the sector. The company has been successful in its operations in the world over and India, as a market held a good proposition for the country. In fact, about 40% of the total calls made in the world are routed through the networks of Ericsson.  This underlines the size of the company and the prospect, which the company possesses. In the case of India, Ericsson has entered the market at the start of the 20th century. The company dealt in the switches in the electric board. India, as a market of the mobile technology, took a giant step in the decade of the 1990s

Speec - Should We Keep Animals in Captivity Essay Example for Free

Speec Should We Keep Animals in Captivity Essay Introduction Do you know that there are approximately a hundred million wild animals, and about twenty thousand species that die every year? Wild animals are in great danger from nature, diseases and worsening environment. The extinction of animals has become a critical problem leading us to think whether or not we should keep animals in captivity. Body – Danger In recent 50 years, nearly two thirds of the world’s forest has been cut down for human industry and agriculture so that a variety of wild animals find it harder to survive as usual. On average, in every 6 square kilometres of the forest, there are over 750 species of trees, 400 species of birds, 150 species of butterflies, 60 species of amphibians, and thousands of species of other plants. But with the disappearance of forests, more wild animals are deprived of shelters and food and die in large numbers. Next imagine that you travel to Africa with the hope to see wild animals, such as rhinos, giraffes, elephants and chimpanzees, only to find nothing but the samples displayed in the museum. Underneath the display, there is the sign saying† Rhinos, the world-famous animals, existed from 500 B.C to 2014 A.D., Cause of death: Human poaching†. Looking at the animal, shouldn’t we feel guilty for human indifference to animals and heavy massacre before? Poaching is the first reason that causes the extinction of wild animals. It’s increased at the rate of 3000 per cent over the past years. Especially, the demands for rhino horns in Africa has rocketed, because it is now valued the same as gold! Other animals like panther, Chimpanzees and Africa elephants are also the victims of human poaching. Another reason to cause animal extinction is the climate change. The earth getting warmer rapidly, the animals that suit cool climates are forced to move and finally lose their habituates for the amazing development of industry and great increase of green-house gases. Body Advantages Having realized the sharp reduction of wild species, some countries have set up many animals reserves to protect the rare animals. Around the world by means of captive propagation, humans have promoted the birth of 135 gorillas, 33 black rhino, and 123 leopards, some of which are restored to their habitual environment. Though captive propagation and reintroduction seem to work effectively and contribute to insurance against sudden or catastrophic losses of animals in the wild, I don’t regard them as the major ways to save animals. Body Disadvantages One of the main problems with captive propagation and reintroduction is the high cost. Capture from the wild, food, veterinary care all contribute significantly to the huge cost. Though some think this problem can be solved by fundraising. The other problem is that captive endangered animals may fail to practice their genetic traits. Animals raised in unnatural conditions where they no longer need to hunt for food, and find shelter themselves would gradually weaken their natural instincts. For example, the animals fed from birth may never learn gathering or prey-hunting skills from their parents as they would in the wild. Generation after generation, will they reduce to home pets? Conclusion It is a painful fact that there will be no more wild animals left on the planet if the climate continues to warm up, or if humans continue poaching them. In such cases, I can’t deny that captive propagation and reintroduction are effective ways to save and increase the number of endangered species. However, the animals fed and bred in artificial conditions will inevitably lose their instincts and vigour they owned in the wildness. Therefore instead of focusing on how to keep animals in captivity, we should try our best to prevent globe warming up and stop poaching with severe punishment, providing a better living condition for those innocent wild animals. Do you agree with my ideas? Or do you have better ways to settle the problem?

Corporate Crimes And Corporate Governance To Combat Them

Corporate Crimes And Corporate Governance To Combat Them Corporate crimes refer to criminal practices by individuals that have the legal authority to have a word for a corporation or company. These can include presidents, managers ,directors and chairman , sales people and agent or anyone within a company that has the authority to act on behalf of the firm Corporate crimes often seen to involve a very different set of dealings between offenders and victims, as there are less obvious direct harm or blood on the streets (Clarke, 1990). It appears less personal as immediate victims are often employers, the government, the public health or the environment and in many cases, such as where Safety laws are broken, causing the death or injury of employees, there is no direct intent to harm. There are also different images of the structural dimensions of victimization. To some, all citizens are victims of this kind of crime, irrespective of age, class or gender, whereas to others the crimes of the wealthy and powerful prey on the poor and powerless. Yet at the same time, victims of some financial frauds may fail to attract sympathy as they are assumed to be wealthy and to have willingly parted with their money (Shichor et al., 2000). Corporate crimes: scopes and definitions As far as scope of the crime is concern this has to be noticed that à ¢Ã¢â€š ¬Ã‚ ¢ Many victims are unaware of any harm and cannot detect it themselves as happens, for example, with some major frauds, pollution, food adulteration and descriptions of consumer goods. à ¢Ã¢â€š ¬Ã‚ ¢ Victimization is often indirect and impersonal, affecting entities such as the government although there are indirect effects on individuals tax payers, for example, have to pay more and receive fewer benefits due to tax evasion. à ¢Ã¢â€š ¬Ã‚ ¢ Individual victims may lose very little yet the illegal profits may be large as in cases in which a bank employee takes one penny out of thousands of accounts or a firm sells goods which weigh less than indicated.  [1]   This term white collar crime was coined by Edward Sutherland in his pioneering 1949 study, White Collar Crime. It describes non-violent crimes committed by corporations or individuals in the course of their business activity. Examples of criminal behaviour in most jurisdiction includes: antitrust violations ,fraud ,damage to the environment in violation of environmental legislation, exploitation of labour in violation of labour laws ,and failure to maintain a fiduciary responsibility toward shareholders. In criminology, corporate crime refers to crimes committed either by a corporation (i.e., a business entity having a separate legal personality from the natural persons that manage its activities), or by individuals that may be identified with a corporation or other business entity. Corporate Crime is criminal activity on behalf of a business organization. During much of American history the primary legal stance relating to activity of business was decidedly laissez-faire (leave it alone to do as it will). Under the influence of capitalist philosophy American Courts adopted the view that governments should not interfere with businesses by attempting to regulate it. For a long period of history victims of defective and dangerous products could not sue corporations for damages because the guiding principle was caveat emperor (let the buyer beware), and unhealthy and dangerous working conditions in mines, mills and factories were excused under the freedom of contract clause of the constitution  [2]  . Although attitudes in the 20th century changed considerably, crimes of frauds, concealment, and misrepresentation continued to victimize all sorts of groups and individuals in society. Crimes such as these are actions committed during the course of fulfilling the name of corporate profits and growth. Today as corporations have been found to be involved in environmental and health and safety law violations. In the United Kingdom, following several fatal disasters on the rail network and at sea, the term is now also commonly used in reference to corporate manslaughter. In this category would also be included the culpability of Union Carbide in the 1985 accident in Bhopal, India and the current behaviour of the pharmaceutical industry which puts profits ahead of the needs of HIV and other patients worldwide. Yet a third category of corporate crime is State-corporate crime. In a globalized world where States negotiate and conclude agreements with corporations and other international part ies or bodies, opportunities will arise for unjust enrichment and national laws will be broken. The Enron Scandal: The first major scandal of the first decade of 21st century is that Enron Corporation, which has been called one of the most intricate pieces of financial chicanery in history and for investors in its stock and its employees. The Enron sandal did tremendous damage to the company created a crisis of investors confidence the links of which has been seen since the great depression. Enron was a $100 billion corporate empire that had more then 200,000 employees in 40 countries and controlled about one quarter of all trading in natural gas and electricity in the United Status. The company poured millions of dollars into political campaign and lobbyists arguing of further deregulation of energy markets. The Enron hierarchy expected the never-ending innovation and growth from its executive to feed this monster enterprise. In response executives created imaginary markets, paper partnerships and phantom growth that enabled them to report profits that did not exist and to hide debts hat did. Executives were accomplished at cooking the financial books in many ingenious ways, which kept Enrons stock prices rising and thus their own compensation. Because much of the competition received by Enrons executives was stock based, they had major incentives to make the company look as good as possible to investors by reporting high profits. Indian Scenario There are a number of corporate crimes that have come into light now days. One of the major havoc that is created in present times is because of mysterious disappearance of corporations. Of the 5,651 companies listed on Bombay Stock exchange, 2750 have vanished. It means that one out of two companies that come to the stock exchange to raise crores of rupees from investors loot and run away. Even big names like Home Trade came up with huge publicity stunts but after raising money, vanished into the thin air. About 11 million investors have invested Rs. 10,000 crore in these 2750 companies. We have Securities Exchange Board of India, Reserve Bank of India and Department of Companies Affairs to monitor the stock exchange transactions but none has documented the whereabouts of these 2750 odd companies suspended from the stock exchange. Many of the promoters and merchant bankers who are responsible for these are roaming scotfree Court in Assistant Commissioner, Assessment-ll, Banglore Ors. v. Velliappa Textiles Ltd Anr  [3]  . took the view that since an artificial person like a company could not be physically punished to a term of imprisonment, such a section, which makes it mandatory to impose minimum term of imprisonment, cannot apply to the case of artificial person. However, Supreme Court in 2005 in Standard Charted Bank v. Directorate Of Enforcement  [4]  in majority decision of 3:2 expressly overruled the Velliapa Textiles case  [5]  on this issue. K.J Balkrishanan J. in majority opinion held We hold that there is no immunity to the companies from prosecution merely because the prosecution is in respect of offences for which punishment prescribed is mandatory imprisonment. We overrule the views expressed by the majority in Velliappa Textiles on this point There is a severe need to fight this evil of corporate crime As has been belatedly recognized in many jurisdictions, corporate crime causes far greater damage than violent street crimes. It therefore deserves more attention from the law enforcement community. According to the FBIs 2001 report, the United States reportedly lost USD17.2 billion from robbery, burglary, theft and motor-vehicle theft while the Enron fiasco alone cost investors, pensioners and employees more than three times that amount. The United Kingdom estimates that in 2004,  £78 million (USD139 million) was lost to healthcare fraud, a reduction from  £171 million (USD305 million) in 1999. In 2004, Transparency International estimated that at least USD400 billion was lost per year worldwide due to bribery in government procurement alone. However due to the scarcity of consolidated and structured statistics on corporate crime, it is impossible to determine the overall cost of corporate crime to national economies worldwide. WHERE DOES CORPORATE CRIME LIES In the Administration Improvement Act (AIA) of 1979 the U.S. Congress defined whitecollar crime as an illegal act or series of illegal acts committed by non-physical means and by concealment or guile, to obtain money or property or to obtain business or personal advantage.  [6]   But still the sworn hang by this fact that the term corporate crime is used where the offence is committed by a corporation, usually to benefit the corporation while the term white collar crime is used where the offence is committed against a corporation, usually by its own executives or employees and the corporation is the victim. As it is stated above that corporate crimes are some or how different from white-collar crimes but still in an arena Corporate crime overlaps with organized crimes and state corporate crimes along with white-collar crime à ¢Ã¢â€š ¬Ã‚ ¢ White-collar crime: Because the majority of individuals who may act as or represent the interests of the corporation are employees or professionals of a higher social class; à ¢Ã¢â€š ¬Ã‚ ¢ Organized crime: Because criminals can set up corporations either for the purposes of crime or as vehicles for laundering the proceeds of crime. Organized crime has become a branch of big business and is simply the illegal sector of capital. It has been estimated that, by the middle of the 1990s, the gross criminal product of organized crime made it the twentieth richest organization in the world richer than 150 sovereign states (Castells 1998: 169). The worlds gross criminal product has been estimated at 20 percent of world trade. (de Brie 2000); and à ¢Ã¢â€š ¬Ã‚ ¢ State-corporate crime :Because, in many contexts, the opportunity to commit crime emerges from the relationship between the corporation and the state. Corporate crime encompasses embezzlement (also known as criminal breach of trust in some countries), fraud, corruption, insider trading, unfair competition, healthcare fraud, computer crime, forgery and tax evasion. The central element of these crimes being cheating and dishonesty However, it also goes beyond these traditional boundaries.  [7]   Corporate environmental crimes The term corporate environmental crime, which may be defined as any environmental crime that has been committed by any corporate body .the importance of the inquiry was to hear from a range of corporate bodies and their representatives on the present environmental criminal justice system, while at the same time recognising that an environmental sentence for a corporate body is at present limited to fine .the reason for commiting corporate environmental crimes are also varied. The crime may occur because the business concerned is ignorant of its environmental obligations. It may also occur all too often as a result of negligent behaviour ,for example ,where business are poorly managed ,staff are inadequately trained or equipment and infrastructure has not been maintained to the required standard ,allowing a pollution incident to occur. But perhaps the most depressing cause is when corporate environmental crime is the result of a deliberate and intentional illegal act ,a decision taken in the full knowledge that the act is illegal and will result in environmental crime. In our paper our main concern would be corporate environmental crimes in which we will mainly concern about the worlds worst industrial disaster and a heinous corporate crime; the leakage methyl isocyanides (MIC) and other poisonous gases from Union Carbides Bhopal, India, pesticide factory on December 3rd, 1984.which killed 8000 people in first three days and poisoned more than 500000 people and at least 120000 people remain chronically ill and also 30 people die each month from long term effect of gases even today  [8]   The question would be arisen in your mind that why we choose Bhopal disaster as specific topic for our research and view. There are several reasons behind this ; it is only matter of time before the world is shocked and sickened by another Bhopal type industrial diasater .this is because the global economic forces that led union carbide to build and operate its ill fated factory in Bhopal have not gone away they have only become stronger. The fact tha after 20 years of the Bhopal disaster ,survivors are forced to drink poisoned water ,contaminated by stockpiles of abandoned chemicals ,clearly reflects the apathy towards communities and the environment. The lessons of Bhopal are still waiting to be learened. In fact, a 1000 Bhopals are happening in slow motion across india destroying the environmental and poisoning people with impunity. Environmental disasters , both chronic and immediate , induced by irresponsible corporate practices are becoming more frequent. Transnational corporations have learned to downplay damage ,and focus attention and liability on the local company to elude full criminal and civil liability. Bhopal corporate environmental crime Being the most worst industrial disaster itself fulfil the need to concern about it.the brutality of the incident can be fairly stated by a comment given by a Bhopal resident that Mothers didnt know their children had died ,children didnt know their mothers had died and men didnt know their whole families has died   [9]  simply after the unpleasant incident people said that We were choking and our eyes were burning. We could barely see the road through the fog, and sirens were blaring.We didnt know which way to run. Everybody was very confused  [10]  .before the occurrence Opposition legislators raised the issue in the State Assembly and the clamour surrounding these incidents culminated in a 1983 motion that urged the state government to force the company to relocate the plant to a less-populated area. Starting in 1982, a local journalist named Rajkumar Keswani had frantically tried to warn people of the dangers posed by the facility. In September of 1982, he wrote an articl e entitled Please Save this City. Other articles, written later, bore grimly prophetic titles such as Bhopal Sitting on Top of a Volcano and If You Do Not Understand This You Will Be Wiped Out. Just five months before the tragedy, he wrote his final article: Bhopal on the Brink of a Disaster. Yet when the Independent speaks of rape, the Guardian of disgrace and Jon Snow of a crime against humanity, they are not talking about THAT NIGHT but of what has happened since to those who survived it. Today, 25 years after the disaster, Bhopal remains a humanitarian disaster. Their breathless bodies no longer able to push handcarts and lift heavy loads, thousands have fallen into destitution and their families have learned the lessons of the abyss, binding cloths round their middles to give an illusion of fullness, giving children unable to sleep from hunger water to fill their empty bellies.  [11]   In the midst of this clamour, in May 1982, Union Carbide sent a team of U.S. experts to inspect the Bhopal plant as part of its periodic safety audits. This report, which was forwarded to Union Carbides management in the United States, speaks unequivocally of a potential for the release of toxic materials and a consequent runaway reaction due to equipment failure, operating problems, or maintenance problems. In fact, the report goes on to state rather specifically: Deficiencies in safety valve and instrument maintenance programs. Filter cleaning operations are performed without slip blinding process. Leaking valves could create serious exposure during this process. In its report, the safety audit team noted a total of 61 hazards, 30 of them major and 11 in the dangerous phosgene/MIC units. It had warned of a higher potential for a serious incident or more serious consequences if an accident should occur. Though the report was available to senior U.S. officials of the company, nothing was done  [12]  . In fact, according to Carbides internal documents, a major cost-cutting effort (including a reduction of 335 men) was undertaken in 1983, saving the company $1.25 million that year DOWs liability under corporate crimes Liabilty which is related to the 1984 Bhopal disaster was originally filed in 1987, and reinstated in 1991. Both Warren Anderson, the former CEO of Union Carbide, and the Union Carbide Corporation itself face criminal charges in India of culpable homicide (or manslaughter). Both Anderson and Carbide have repeatedly ignored summons to appear in India for trial, and are officially considered absconders (fugitives from justice) by the Indian Government. While Anderson, if extradited and convicted, would face ten years in prison, Carbide faces a fine which has no upper limit. Along with above mentioned liability DOW also owes environmental liability because keen to distance itself from disaster Union Carbide fled India leaving behind tons of toxic wastes strewn in and around the factory site. According to former workers of the Union Carbide factory in Bhopal, while the factory was in operation, massive amounts of chemicals including pesticides, solvents, catalysts and wastes were routinely dumped in and around the factory grounds. These include deadly substances such as aldicarb, carbaryl, mercury, and several chlorinated chemicals and organic poisons. In 1977, Carbide constructed Solar Evaporation Ponds (SEPs) over 14 hectares 400 meters north of its factory. Toxic effluents and toxic wastes were routinely dumped there. Two tube wells dug in the vicinity of the SEPs were abandoned because of the noxious smell and taste of the water. Environmental criminal liability of DOW and Union Carbide A preliminary study of soil and groundwater pollution inside the plant, conducted in 1989 by Carbide, found plenty to be worried about. Some water samples produced a 100% death rate among fish placed in them. Nevertheless Carbide issued no warning. An internal memo refers to the need for secrecy, suggesting that the information should be kept for our own understanding. Not only did it fail to warn people living nearby, it vociferously denied that there was a problem and, incredibly, wrote to the Gas Relief Minister criticizing those who were trying to make people aware of the danger, suggesting that they were mischievous agitators. Carbide in the US meanwhile tried to portray Bhopal activists and their supporters ascommunists who aimed to restructure US society into something unrecognizable and probably unworkable. Carbide and Dow later relied on a report from a government organization called NEERI  [13]  which in 1997 published a report which found that water outside the factory was not contaminated. Consultant Arthur D Little had beenappointed in 1989 by Union Carbide US to work privately with NEERI. ADL believed itself to be working with UCC in Danbury, but all reference to UCC was to be deleted. ADL was to pretend to be working with UCIL alone. But a memo of 1993 shows the US Carbide executives in the driving seat. ADL eventually reported back to Carbide suggesting that NEERI had failed to find contamination because its sampling methods were flawed. In particular ADL suggested it was imprudent to claim that local water was safe for drinking and warned that groundwater contamination could happen far more swiftly and seriously than envisaged. ADL was unclear at one point as to whether NEERI was claiming that labourers were or were not exposed to contaminated groundwater. ADLs suggested ch anges ran to 17 pages, but none of them were incorporated in NEERIs published report, which is what Dow and Carbide still quote, knowing it to be worthless. Carbides own documents reveal that they knew for decades that their disposal practices in Bhopal were leading to massive contamination of the soil and groundwater, and that their sole concern was how to evade responsibility and cover it up. At last we would like to conclude about their liabilities by sayingthat the disaster was caused because Union Carbide had under-invested in an inherently hazardous facility located in a crowded neighborhood, used admittedly unproven designs, stored lethal MIC in reckless quantities, dismantled safety systems and cut down on safety staff and training in an effort to cut costs  [14]   The severity is not hidden now so further we would like to suggest 10 Bhopal principles on corporate liability  [15]  We have chosen to call them the Bhopal Principles because this disaster, more than any other, highlights the current failure of governments to protect public welfare and the failure of corporations to observe basic standards e.g. the avoidance of liability by parent corporations, and the avoidance of responsibility for compensation and environmental cleanup. And further question would is there any need for this kind of principles than we say yes why not because At the Johannesburg Earth Summit, Government looked at what has and has not been done to implement the Rio commitments. The Bhopal case shows that it is important to hold corporations liable and to provide compensation for victims of pollution and other environmental damage, that responsibility for liability and cleanup should be enforceable not only against the local corporate entity, but also against the multinational parent. The Ten Bhopal Principles on Corporate Accountability Implement Rio Principle 13. States shall as a matter of priority enter into negotiations for a legal international instrument, and adopt national laws to operationalise and implement Principle 13 of the Rio Declaration, to address liability and Compensation for the victims of pollution and other environmental damage. Extend Corporate Liability. Corporations must be held strictly liable without requirement of fault for any and all damage arising from any of their activities that cause Environmental or property damage or personal injury, including site remediation. Parent companies as well as subsidiaries and affiliated local corporations must be held liable for compensation and restitution. Corporations must bear cradle to grave responsibility for manufactured products. States must implement individual liability for directors and officers for actions or omissions of the corporation, including for those of subsidiaries. Ensure Corporate Liability for Damage beyond National Jurisdictions. States shall ensure that corporations are liable for injury to persons and damage to property, biological diversity and the environment beyond the limits of national jurisdiction, and to the global commons such as atmosphere and oceans. Liability must include responsibility for environmental cleanup and restoration. Protect Human rights. Economic activity shall not infringe upon basic human and social rights. States have the responsibility to safeguard the basic human and social rights of citizens, in particular the right to life; the right to safe and healthy working conditions; the right to a safe and healthy environment; the right to medical treatment and to compensation for injury and damage; the right to information and the right of access to justice by individuals and by groups promoting these rights. Corporations must respect and uphold these rights. States must ensure effective compliance by all corporations of these rights and provide for legal implementation and enforcement. Provide for Public Participation and the Right to Know. States shall require companies routinely to disclose to the public all information concerning releases to the environment from their respective facilities as well as product composition. Commercial confidentiality must not outweigh the interest of the public to know the dangers and liabilities associated with corporate outputs, whether in the form of pollution by-products or the product itself. Once a product enters the public domain there should be no restrictions on public access to information relevant to environment and health on the basis of commercial secrecy. Corporate responsibility and accountability shall be promoted through environmental management accounting and environmental reporting which gives a clear, comprehensive and public report of environmental and social impacts of corporate activities. Adhere to the Highest Standards. States shall ensure that corporations adhere to the highest standards for protecting basic human and social rights including health and the environment. Consistent with Rio Declaration Principle 14, States shall not permit multinational corporations to deliberately apply lower standards of operation and safety in places where health and environmental protection regimes, or their implementation, are weaker. Avoid Excessive Corporate Influence over Governance. States shall co-operate to combat bribery in all its forms, promote transparent political financing mechanisms and eliminate corporate influence on public policy through election campaign contributions, and/or non-transparent corporate-led lobby practices. Protect Food Sovereignty over Corporations. States shall ensure that individual States and their people maintain sovereignty over their own food supply, including through laws and measures to prevent genetic pollution of agricultural biological diversity by genetically engineered organisms and to prevent the patenting of genetic resources by corporations. Implement the Precautionary Principle and Require Environmental Impact Assessments. States shall fully implement the Precautionary Principle in national and international law. Accordingly, States shall require corporations to take preventative action before environmental damage or heath effects are incurred, when there is a threat of serious or irreversible harm to the environment or health from an activity, a practice or a product. Governments shall require companies to undertake environmental impact assessments with public participation for activities that may cause significant adverse environmental impacts. Promote Clean and Sustainable Development. States shall promote clean and sustainable development, and shall establish national legislation to phase out the use, discharge and emission of hazardous substances and greenhouse gases, and other sources of pollution, to use their resources in a sustainable manner, and to conserve their biological diversity. HOW TO HANDLE AND CONTROL CORPORATE CRIMES There are many ways for law enforcement authorities to combat corporate crime. Firstly, prevention. This can be achieved by encouraging awareness of the moral compass within corporations and among their employees and the promotion of self-regulation. This should be complemented by an effective corporate oversight regime through internal compliance programmes as well as regulation by the Companies Commission and Securities Commissions or its equivalent. For the latter purpose, it will be necessary to put in place effective laws and regulations in a timely manner. In turn, these laws will also have to be actively enforced by well-trained law enforcement agencies and prosecutors if they are to be a realistic deterrent. In this regard it is noted that although sustained enforcement against corporate crime is required as a strong deterrent and to maintain public confidence in the financial markets, enforcement should be seen as a measure to augment internal vigilance and not as a substitu te for it. Thus corporations must also play their role as responsible corporate citizens in the national and global communities. With regard to the investigation and prosecution of corporate crimes with a transnational flavour, be it through the multinational nature of the corporation or the elements of the crime, the importance of international cooperation to gather evidence and recover the ill-gotten gains cannot be overstated. States should therefore put in place a comprehensive domestic legal framework that includes laws to criminalize the relevant criminal acts and impose corporate and individual liability for them. Another crucial element will be effective whistleblower and witness protection laws. A network of bilateral and regional treaties on mutual assistance in criminal matters and extradition together with bilateral treaties on asset sharing is also indispensable. These instruments would complement the stand-alone framework provided under the UN Convention against Transnational Organized Crime and the UN Convention against Corruption. In this regard, countries in the ASEAN region are also able to utilize the Treaty on Mutual Legal Assistance in Criminal Matters which was concluded in November 2004 among the ten like-minded ASEAN Member States and is currently in force among Brunei, Lao PDR, Malaysia, Singapore and Vietnam. Suggestions from our side Amendment to section 62 of the Indian penal code by adding the following lines: In every case in which the offence is only punishable with imprisonment or imprisonment and fine and the offender is the company or other body corporate or an association of individuals, it shall be competent to the court to sentence such offender to fine only. In many of the acts relating to economic offences, imprisonment is mandatory. Where the convicted person is corporation, this provision becomes unworkable and it is desirable to provide that in such cases, it shall be competent to

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