The Wise Fools of Shakespeare

â€Å"Infirmity that decays the wise doth ever make a better fool† – though uttered by one of his own characters Shakespeare does not seem to conform to this ideal. The fools carved by Shakespeare in his plays showed no resemblance to the mentally and physically challenged people who were treated as pets and used for amusement during the medieval period. Rather Shakespeare’s fools appear to be in the best of their wits when they are in possession of the wisest minds. Fools whether in their rustic vigour displaying grotesque humour or in the forms of the sophisticated court jesters with their polished puns occupied a substantial position in his plays. Not only they added the element of humour but often alluded a deeper context under their apparent comic facade. Shakespeare’s plays embodied a varied range of comic characters whose treatment obviously differs in those produced by the mature playwright to those depicted in his earlier works. In which we find certain nonsensical clowns appearing just to create ludicrous entertainment. In ‘Love’s Labour Lost’ we find three such characters Costard, Dull and Adrian de Armado who are of very little importance to the plot but as we move on to the ‘Mid Summer Night’s Dream’, Bottom the daft artisan though intended to project humour for his supreme vanity, we see this same attribute of his being exploited by Oberon the king of the fairies to teach his queen a lesson. In this way we notice in Shakespeare’s comic characters a gradual pattern of upgradation from those included just for the sake of insipid humour to the ones actually taking part in the plot. As Shakespeare proceeds to incorporate his oeuvres with further comic elements he chooses humorists over clowns. His comic characters reveal more contemplative and methodical homour which actually camouflages underneath the unsavoury truths. These personas were not only part of his comedies but also his tragedies. In ‘Hamlet’ the two Grave-diggers despite of being represented as clown figures hides beneath their playful conversations the graver insights of the playwright himself. By questioning the justness of Ophelia’s receiving a ‘Christian burial’ they asses the legitimacy of suicide in terms of religious beliefs. Moreover their nonchalant attitude towards death marks its inevitability contrasting it to Hamlet’s vacillating views of ‘to be or not to be’. A similar prudence can observed in the reckless speeches of the Porter in ‘Macbeth’. The Porter in his drunken frenzy claims to be the â€Å"Porter of the Hell Gate† indicating that the horrid incident of Duncan’s murder has equated Macbeth’s castle to the infernal dungeon. Though these characters makes their appearance for a brief period on stage and it is generally apprehended that their foremost purpose is to provide a moment of respite to the audience from the dark and tense moments of the play, their significance in these dramas are no less. A character that cannot remain unmentioned while talking of Shakespeare’s comic characters is that of Sir John Falstaff. Usually acclaimed to be Shakespeare’s greatest comic character Falstaff first makes his appearance in ‘Henry IV Part 1’ and reappears in ‘Henry IV Part 2’ as well as ‘The Merry Wives of Windsor’. Recognized for his easy ways and buffoon like appearance Falstaff is actually a knight though his conduct speaks contrarily when he marks honour as valueless – â€Å"Can honour set-to a leg? No. Or an arm? No. Or take away the grief of a wound? No. . . . What is honour? A word†. It is the fact that we find a cunning, fraudulent, corrupt in bulk under the banner of knighthood that is suppose to represent chivalry and honesty is what primarily projects the humour. But yet again arousing laughter is not the only purpose served by this character, along with remaining the unfailing companion to prince Hal until he grows up only to leave him behind as a sign of stepping towards a path of integrity, Falstaff also acts as a foil to the character of Hotspur. A lively person who has abandoned morality and yet displays unconditional affection for the Prince, Falstaff is indeed one of Shakespeare’s typically twisted comic figures who earned himself a place in the audiences’ heart large enough to make him reappear more than once. However the most mesmerizing of Shakespeare’s fools touches his pieces in the form of the court jesters with their precise and caustic wit fabricated by their well bred minds. These fools it is often presumed were sketched from the models of the contemporary court jesters particularly influenced by Tarlton and Armin the royal fools who were not only popular to the audience but also favorites of the Queen herself. One of the foremost reasons of introduction of these jesters in his plays was to impart them with the role of social-critics in the guise of their iridescent costumes. The royal fools in spite of their acerbic tongue that blurted out many a comment against royalty were forgiven for the obvious reasons of those statements being wrapped under their fooleries. Thus the jesters in his plays acted as the representatives of Shakespeare, through whom he can show a glimpse of the real face of the contemporary society to his audience. The first professional fool who made his way into Shakespeare’s plays is Touchstone in ‘As you Like it’ who is probably the most buoyant of his jesters. From his pert speeches it can be assumed that he is serving his namesake, a touchstone giving a peek of the real world in mid of all the dreamy romanticism. In the play upon their arriving in Arden when Rosalind complains â€Å"O Jupiter, how weary are my spirits! † Touchstone is quick to add â€Å"I care not for my spirits, if my legs were not weary†. His decision to marry the country lass Audrey seems more rational than romantic. Again his effortless feat in the brief battle of wits with William in order to win his lady love contrasts his uncomplicated affection from that of the central characters. Touchstone can be best described by the compliment the Senior Duke adorns him with – â€Å"swift and sententious†. After Touchstone the Royal Jesters made their appearances in many of Shakespeare’s following plays but the two most prominent characters identified for their exuberance are Feste of ‘Twelfth Night’ and the Fool in ‘King Lear’. Feste though walking in the shoes of his literary hierarchy Touchstone in his mannerisms, his wits seems to be more targeted at the characters than the generalized views of the former. He appears to be the most mature character in ‘Twelfth Night’ analyzing and realizing the practical mode of the world. In his easy humour he expresses his experienced views when he taunts Olivia – â€Å"The more fool, Madonna, to mourn for your brother’s soul, being in heaven. Take away the fool, gentlemen†, trying to make her understand that death is a course of nature and the fleeing time is equally mortal and thus valuable. Like his own statement â€Å"Foolery, sir, does walk about the orb like the sun – it shines everywhere† Feste’s genial humour spreads a glimmer of intellect all over the play. Feste with his acerbic wit and reflective wisdom not only outshines the insignificant characters of the lewd Sir Andrew and the puritanical Malvolio but also the brooding Duke Orsino, surmising his own point or rather â€Å"Quinapalas’† – â€Å"Better a witty fool than a foolish wit†. The third in the contingent, the Fool in ‘King Lear’ is in fact the most outstanding. Unlike Touchstone and Feste he lacks the comfortable ambiance and yet he balances his foresight, wisdom and shrewdness underneath his playful conduct. The Fool here lacks any specific identity and even his age and background remains unknown because of which it is supposed that his purpose is not just to lighten up the sardonic atmosphere of the play but also to serve as a foil to Lear. Despite of being a fool he identifies Lear’s impetuous decision and thus when Goneril talks of ceasing Lear from having any attendants the Fool sings – â€Å"The hedge-sparrow fed the cuckoo so long/ That it had its head bit by its young†, while the prejudiced king is still encircled by his misconstrues. The Fool remains by the side of Lear throughout the play until he mysteriously disappears at the end of Act III, scene vi. This is why it is believed that the Fool acts as Lear’s conscientious alter ego as once he enters the world of lunacy his conscience parts from him altogether. But even after his sudden exit from the stage in the middle of the play, the Fool remains the most significant comic character of Shakespeare’s tragedies. There are other professional fools who only makes shadowy appearances in some other plays, like Lavancha in ‘All is Well that Ends Well’, the Clown in ‘Othello’, Trinculo in ‘The Tempest’ who along with Stephano and Caliban imparts a slapstick humour to the play and at the same time introduces the theme or usurpation by plotting against Prospero. There are numerous such personalities that keep emerging throughout Shakespearean plays who despite of not being elevated characters somehow manages to leave their touch in the play. As Shakespeare’s clowns whether they do or do not occupy much of the stage space have always exhibited through their pert observations a superior intellect and rational understanding of the worldly life. The most noticeable factor is that these characters, be it the rustics, the Grave-diggers, the Porter, the jesters or a spoilt knight were basically modeled on a class of people who were placed in a social rank lower than that of the prime characters. This is perhaps because the most esteemed playwright himself held this ideal, that the practical knowledge of life gained by the commoners from the hazards of their ordinary lives imparts them with a feasible outlook towards it. Unlike those from the superior classes whose shielded lives behind the walls of their enormous castles embodied them with fragile minds. Thus the matters that appears to be of graver importance to the main characters, especially those of romanticism and idealism are treated as a recurring part of life by the wise fools. These individuals to some extent serve as the representatives of Shakespeare himself, what he cannot make his gaudy characters say is exactly what these commoners enacts on his behalf. Their social status which could make the contemporary audience belonging to the ordinary stratum identify with the same and their easy flamboyancy of wit was the exact combination the author required to reach out to his audience and alert them about the social conditions. But whatever purpose these characters might serve or whoever they might have been inspired by, they were transformed into soulful personalities by the dramatist. It was the ingenuity of Shakespeare that turned them into literary figures that were capable of leaving their impression not only in the mind of the contemporary audience but are continuing to do so until the present date.

A Character Analysis of the Fifty Shades of Christian Grey Essay

E. L. James, author of the Fifty Shades Trilogy, created an incredibly, emotionally torn character in Christian Grey. In this paper, I will discuss the truth behind his need for control, his guarded emotions, and his lack of self-worth. I will delve into his past and link his childhood demons to his personality as an adult. Also, I will show how he reverts back to adolescence in a way that would make Freud smirk, See I told you. It all comes back to sex in the end. I will discuss the myriad of social and environmental factors in his adult life which take him from a life of debasement and depravity into the light. The major questions addressed are: 1. What archetype(s) is Christian Grey classified as? 2. What are the main influences on Christian Grey’s personality? 3. What are the main conflicts with which the character struggles and how do they affect his thoughts and actions? 4. What are the motivating factors behind Grey’s behavior, thoughts and changes? Through analysis, the layers of Christian Grey’s aloof demeanor and public Persona will be peeled away, revealing his true demons and his struggle to control and come to grips with them. His Shadow that has kept him so closed off all his life, until the chance meeting of a beautiful college student, forces him to make some changes . The factors behind his change from an Alec D’Urberville to an Angel Clare will be evident. At the conclusion of the paper, you will be able to see how a few select social and environmental factors have a large impact on this character. Identifying the archetypes of Christian Grey Christian Grey has three identifiable archetypes. The first one would be the Ruler . He lives his life in control. As a powerful CEO of his large holdings company, he portrays a dictatorial presence. Everything in his life is done through a set of rules and contracts. This includes his personal life as well. Grey believes that information is control. He does background checks on all of his employees and â€Å"lovers.† Christian chooses hobbies that allow him to feel in control and powerful. He chooses flying, gliding, soaring and sails. Christian does not have normal intimate relationships with women. He expresses his emotions and sexual needs through a sadist lifestyle. Grey is a dominate sadist that employees submissives to find his release with. He does not have friends because of trust issues that stem from his very early childhood. His early years are what make up his Shadow . For most of his life he chooses to repress the memories of his youth. He believes his past is just that, his past, and that is where it should stay. Grey had a dark and twisted childhood. He fights to maintain control of his emotions and memories, but they creep into every aspect of his life. He has terrifying nightmares filled with snippets of dark and evil memories from his time with his birth mother. As the layers of Christian Grey’s persona are peeled away, these memories help the reader to understand his actions, thoughts, and his greed for wealth as an adult. Through the love of a young woman, he begins to realize that his past is the basis for his thought processes and actions. The Shadow is what causes him to feel haunted, lost, angry, lonely, controlling, and self-loathing. His inability to control his life and surroundings as a child feed this archetype. Grey’s Shadow encompasses two subtypes of a Sadistic personality, Explosive and Enforcing . Being forced to confront his Shadow brings about many changes for his character. Although his Persona archetype remains the same through the story line, those close to him, see the changes and progress, he makes personally. Grey’s Persona archetype never waivers from the enigmatic, successful, in control, have- it-all, very wealthy, philanthropic, private young entrepreneur. Those on the outside of his circle have no idea of the war he wages internally with his Shadow. Grey’s Persona is always one of a polite but business oriented composure. He is someone who knows and controls every detail of his business and personal relationships. These are traits that would classify him as a Reputation-Defending Antisocial . Reputation-Defending Antisocial personalities also have narcissistic tendencies. They need to be seen as unflawed, unbreakable, and a formidable adversary. The antisocial aspect is used to counteract the deep internal beliefs a narcissist has of inferiority and a lack of self-esteem. Christian is a Flawed Hero as well. He is tortured by the lengths that he has to go through to keep his family and wife safe. Grey does not accept the praise of a hero, nor does he often get it, due to the way he goes about protecting them. To his family his protection looks more to them as oppression because he maintains a security detail for each member of his family and rejects their requests to indulge in certain activities. He is faced with resistance at every turn in response to his seemingly well intended actions and rules. Due to their disobedience, they often realize that he was right, and he is forced to save them. Throughout the trilogy, Christian remains exasperated by their actions. The final archetype that Grey possesses is the Lover . Despite his dictatorial presence, he has moments of extreme tenderness and displays of affection towards his wife, Ana. He wants nothing more but to love and be loved by her. He is consumed by his feeling for her and keeping her safe. Grey’s world begins and ends with her. His goal is to make sure that she is happy and loved. He struggles to understand these first time feelings of love, want, need, passion, and fear, after twenty plus years of living alone, secluded in his own person castle in the sky . Although his tactics aren’t always clearly that of a Lover, if we look past the surface of the action, we can see they stem from his deep emotional connection with Ana. What are the main influences on Christian Grey’s personality? Christian’s rocky start in early childhood and adolescence is the focal point for his shortcomings and success at the same time. Seemingly full of confidence and sophistication, Christian had a bad start in life. Born to a drug addict mother, who he refers to as ‘the crack whore,’ he was discovered, beaten, and cowed, next to her body. She overdosed, and her brutal boyfriend left her and her child alone in their squalid flat for four days before reporting her death. Grey was severely malnourished and had signs of horrific physical abuse when he was rescued. The physical abuse and neglect that he suffered the first four years of his life left him unable to endure the touch of anyone. His body bears the scars of the  physical abuse. He realizes that his preference for sexual partners and sadism stems from his relationship, or lack thereof, with biological mother, Ella. Ella was a small framed, thin, and brown haired woman. As he looks back on all the sexual partners with which he has engaged in BDSM, they all look like her. He now understands he likes to hurt women who look like his mother. Grey felt unloved, neglected, and abused by his mother. His choice of lifestyle is a way to passively exert revenge for the pain that she caused him. His treatment as a child has left him with PTSD. This is made evident with his frequent flashbacks and night terrors of the abuse he suffered at the hand of his biological mother and her pimp. The fact that he was hungry as a child gives him a waste not, want not motto. The experience of being left alone and hungry for days in a room with his dead mother affected him . His decision to invest in farming, his projects to help feed the poor and his constant obsessing over whether or not Ana has eaten can all be linked to this childhood trauma. Christian’s adoption by pediatrician Grace Trevelyan-Grey and her attorney husband Carrick, gives him the opportunity of a better life. Ostensibly, he grows up in a loving, normal family, but his early years have left a big impression on him. He regards Grace as his angel. He says that she saved him from a terrible fate. Despite the love and admiration that he feels for his new mother and family, he cannot figure out how to express this love. Grey begins to fight and act out in order to gain negative attention. While his new family is willing to give him positive attention and unconditional love, Christian does not think he deserves this love. He has an extremely distorted view of self-worth. Unintentionally, his new family enabled his NPD (Narcissistic Personality Disorder) by overindulging his every whim and praising him for his exceptional looks and musical abilities . At the age of 15, he’s introduced to the delights of sex and bondage by a friend of his mother’s, Elena Lincoln, whom Ana christens (only half-jokingly) as Mrs. Robinson. Elena’s warped sexuality will have a strong and enduring influence on his life. Christian originally sees their relationship as a good thing. He feels that Elena gave him an outlet for his anger and raging teenage hormones . Grey is thankful to her for saving him from the path of self-destruction, he was headed down. This relationship in his formative years affects his sexual preferences in adulthood. It’s a classic case of:  I’m the way I am now because my childhood messed me up. He has difficulty in forging normal relationships. He can’t bear to be touched. And he can only have a sexual encounter if he is the dominant partner; he cannot make love with someone as an equal. Fixation has occurred at the adolescent stage of development. This is the point where a Possessive Masochistic personality is cultured and developed . He describes himself as not the hearts and flowers type . That is, until he meets college student Anastasia Steele. What are the main conflicts that the character struggles with and how do they affect his thoughts and actions? Grey’s chance meeting with Ana during an interview for the college newspaper turns his world upside down. He begins to feel emotions that he has never felt before. This is very confusing for Grey as he does not know how to deal with his reaction to this stubborn and defiant woman. Grey slowly seduces Ana, though it’s hardly traditional. He has a very specific goal in mind: his BDSM world, his world of bondage and discipline (BD), domination and submission (DS), and sadism and masochism (SM). Gradually, Ana experiments with being a submissive, though this goes against her personality and even her ideas about relationships. Grey acts dominant even outside of the â€Å"playroom† and his choice as dominant clearly reflect who he is and what he needs. Christian has never met anyone like Anastasia before. His previous ‘Submissives’ proved incompatible or headed for the hills. He now has to redefine his thinking based on his relationship with Anastasia. He admits to her that he is willing to try a hearts and flowers approach more. We learn that Ana isn’t like his other submissives. Even Grey himself recognizes this. What makes Ana so different? Why is Grey even still with her, when she basically shuns the whole contract, negotiations, etc.? She frequently angers him by defying him or refusing to give him information he thinks he deserves. It’s her anti-submission that forces little cracks to begin to form in Grey’s armor. He goes against many of his own rules, and is better for it. He initiates real love-making (not BDSM) with Ana to take her virginity, which is a first for him. He admires Ana’s debating skills, and her negotiating skills. He ends up staying the night in the same bed with her a few times and sleeps better for it. It is his personal struggle with these new  feelings he is experiencing about Ana, and how to cope with them, that is the biggest conflict he faces. She pushes the boundaries that he has had his entire life. He battles with his subconscious over how to act in response to her emotional exploits and physical touch. Ana puts him in very uncomfortable situations over and over again each ending with pleasurable outcomes, effectively, applying classical conditioning to occur and alter his behavior. What are the motivating factors behind Grey’s behavior, thoughts, and changes? Eventually, Ana has a taste of Grey’s true dominant self, and that taste is more than enough for her. Ana decides to leave Christian, forcing his whole world into darkness. Ana’s leaving makes it very evident to Grey that he is in love for the first time in his life . He realizes that he cannot control the situation or his emotions. This is a turning point for his character. The once measured and self-reliant man is now shattered, lonely, and wanton for Ana’s return. Love is something he never thought he was capable of and still does not believe he is worthy of receiving. The abuse and neglect he suffered as a child have skewed his self-esteem and self-worth. Grey’s formative years have greatly contributed to his Narcissistic Personality. He now wrestles internally how to process these new emotions of joy, love, jealousy, and protectiveness he feels for Ana. Ana’s eventual return due to his unrelenting pursuit and her emotional emptiness without him, forces him to admit his love. Ana little by little gets him to open up emotionally. Grey’s character slowly realizes that his past isn’t his past but his present and future as well. He reluctantly learns to give up a little of the control that he thrives on. His reluctance is proven to be a valid concern. After his marriage to Ana, their life starts to spin out of control due to the actions of someone from his childhood . Ana learns that she is pregnant. This sends Grey into a rage. Life in the raw is something he cannot regulate. He loses his composure and falls back into the company of Elena (Mrs. Robinson) for a night. It is only during a drunken conversation with Elena, crying and seething about becoming a father that he realizes what they did all those years ago, was wrong. Works Cited Synchronicity Expert Digital Magazine. (2009). Retrieved March 1, 2013, from http://www.synchronicityexpert.com/archetypes.html Changing Minds.Org. (n.d.). Retrieved March 1, 2013, from http://changingminds.org/explanations/identity/jung_archetypes.htm Golden, C. (n.d.). 12 Common Archetypes. Retrieved March 1, 2013, from http://www.soulcraft.co/essays/the_12_common_archetypes.html Groopman MD, L. &. (2006). Narcissistic Personality Disorder. Armenian Medical Network. Hardy, T. (1892). Tess of the d’Urbervilles. New York: Harper & Bros. James, E. (2011). Fifty Shades Darker. New York: Vintage Books. James, E. (2011). Fifty Shades of Grey . New York: Vintage Books. James, E. (2012). Fifty Shades Freed. New York: Vintage Books. James, E. (2012). Fifty Shades Trilogy. New York: Vintage Books. Millon, T. (2006). Institute for Advanced Studies in Personology and Psychopathology. Retrieved March 1, 2013, from www.millon.net: http://www.millon.net/taxonomy/summary.htm VHHS k-12. (n.d .). Retrieved March 1, 2013, from http://teachers.vestavia.k12.al.us/townsendjn/VHHS/Eng_11_CP_files/archetypeschart.pdf

The UAE 2 and 3 Essay Example | Topics and Well Written Essays - 1250 words

The UAE 2 and 3 - Essay Example Nike Company was started by two visionary men that redefined the sportswear industry. Bill Bowerman worked as a field coach and Phil Knight was a middle distance runner at Oregon University. Phil Knight sent his footwear ideas to manufacturing companies in Japan after completing his MBA from Stanford University but his ideas were rejected. He was then associated with Tiger Shoes Company and sent free samples to his Oregon University field coach. The idea struck Bowerman and became his partner to form Nike Company (Nike Inc, 2012). The concept of CSR is the commitment of companies to act in accordance with ethical guidelines and to participate in economic development of the country to improve lives of the people. The main objective of a business is to earn economic profits, but if social objectives of the community are met then it can offer company with huge financial gains in the longer run. The companies that apply CSR must comply with norms, duties and laws of the particular society. Corporations have a duty towards a society as they have an impact on the decisions of companies. Ethical disposing of waste materials carried out by factories or strategic decisions made by a company are all counted CSR key activities (Schwartz, 2011). Nike has a strong ethical base for participating in community work and proving themselves to enhance the development of the society. Social objectives are maintained by the company to achieve them accordingly (Nike Inc, 2009). The company aims to minimize the utilization of toxic chemicals which are used as an ingredient to manufacture a product. Nike Inc has a stance that the wastes of toxic chemicals are damaging for the environment (Nike Inc, 2012). Nike support communities through innovation in their products and advocacy. The company has a target to invest more than 1.5% from the total amount of income before tax for community serving purposes (Nike Inc, 2012). Nike believes that corporate

The Filipino Culture Essay Example | Topics and Well Written Essays - 750 words

The Filipino Culture - Essay Example The Filipino characteristic is a mix of various cultures put together although it is basically of Malay stock. The spirit of kinship and camaraderie is inherited from the Malays, the close family relations from the Chinese, and the piousness from the Spaniards. The Filipinos have distinguishing characteristics of hospitality. They are divided geographically and culturally and their traits and dialects differ accordingly. They are easily distinguished by their fair color, tall structure and fairly formed nose structure. The main religion is Christianity (Roman Catholics). About 80 percent of the population is Catholic Christians while 15 percent are Muslims. The rest are Buddhists. The Filipinos refer to themselves as ‘God-fearing’ people. Rice is the main food eaten thrice a day. Fish and seafood are the principal source of protein. The food had minimal cooking and they either steamed, boiled or roasted their food. The ethnic food is Chinese cuisine which includes noodles and soy products. It is known as the Filipino-Chinese food. Gradually local ingredients were added to suit the local taste. The cuisine was given Spanish name for the convenience of the clients. The Spaniards too brought food influence from Spain and Mexico. After independence, there was a severe recession in Philippines and the economy shrunk by more than 10%. The Asian financial crisis added to the grim situation. It is now experiencing a very fast economic growth. It is now making a steady growth and meeting all government targets. Its growth rate is amongst the fastest in the Asian region. The Filipino language known as Tagalog, contains many Spanish words. Amongst their customs the most noticeable is the "fiesta" or the celebration of a towns patron saints feast day. This is an annual event and is celebrated with street parade, church ceremonies, fireworks and a grand feast. They

Has the United Nations Failed to Fulfil Its Founding Promise to Research Paper

Has the United Nations Failed to Fulfil Its Founding Promise to Maintain International Security - Research Paper Example For the first time in the history of wars, America used nuclear weapons in WW2 and the world witnessed the destructive power of the nuclear weapons for the first time. Moreover, the potentials of a simple regional conflict in becoming a global conflict were also revealed to the external world through Second World War. Many countries forced to take part in the WW2 because of circumstantial pressure. The failure of League of Nations in preventing WW2 forced the global leaders to think in terms of a more powerful global body and the result was the formation of UN. Different subdivisions such as The General Assembly, The Security Council, The Economic and Social Council, The Secretariat, and The International Court of Justice etc were also formed inside UN in order to manage international disputes of various kinds. However, UN has failed to settle many of the international disputes developed after its formation and it failed to fulfil its founding promise to maintain international securi ty. UN & International security The 1971 Indo-Pakistan war is one of the major examples in which UN failed to interfere effectively. In 1965 also, both India and Pakistan engaged in a severe battle for the ownership of disputed Kashmir. Until now, Kashmir dispute has not been solved amicably and India and Pakistan come closer for a third battle recently after the 2008 Mumbai terrorist attack. In one of the recently revealed cables, WikiLeaks revealed how India and Pakistan responded immediately after the 26 November, 2008 Mumbai attack by Pak terrorists. In the days immediately after 10 Pakistani Lashkar e Taiba terrorists killed 166 people in Mumbai, a man pretending to be India's then External Affairs Minister, Pranab Mukherjee, called Asif Zardari, Pakistan's president, to warn it was about to launch a military response. President Zardari immediately contacted the country's military leadership and ordered its air force to be put on high alert to confront a possible Indian attack. He also mounted a diplomatic campaign to put pressure on India withdraw its "threat"(Nelson, 2011). Irrespective whether the revelation of WikiLeaks is right or wrong, one thing is sure; India and Pakistan came much closer for a war after the Mumbai terrorist attack and the international community is responsible for avoiding this war. United Nations has not shown many interests in preventing this war. In fact none of the UN officials have shown any interest in this issue. The disputes between India and Pakistan are widening gradually and international community is afraid of a possible war between these two nuclear powers in the near future. Even at the time of writing this paper 9on September 7 2011), televisions flash news show that more than 10 people were killed and around 50 people injured in Delhi because of a bomb blast suspected to be conducted by the Pak terrorists. It should be noted that in the five years alone, India suffered three or four major terrorist attacks from Pa kistan. All these terrorist attacks were happened because of the disputes over Kashmir. UN seems to be not learning lessons from past experiences. It should be noted that UN failed to prevent two Indo Pak wars and it is doing nothing to prevent a third possible war between these two Asian powers. The 2001 World Trade Centre attacks and the subsequent development of war on terror in Iraq and Afghanistan is another example for the failure of UN. It should be not

Female Songwriters Paper Essay Example | Topics and Well Written Essays - 750 words

Female Songwriters Paper - Essay Example While Pit Bull, Rod Stewart, and John Mayer write mostly about the shallow physicality of their relationships with women. Alanis Morisette, for one, is known as the Queen of Angst when it comes to her songs. Her music can best be described as raw and her lyrics, direct to the point but with a softer touch. Take for example her lyrics to the song Perfect (1995) which talks about the sheer physical perfection of the man she is with. She sang; â€Å"If you're flawless, then you'll win my love , Don't forget to win first place , don't forget to keep that smile on your face , be a good boy , try a little harder , you've got to measure up and make me prouder†. The lyrics that Ms. Morisette chose to use has a more subtle way of objectifying men. Her lyrics contain sexual innuendos which are never crass nor blatant. Instead, she offers a sensitive portrayal of how men must work just as hard as women to win a partner's love. For her, love is not all about the physicality of the act but rather what goes on behind it. It is through that compatibility and understanding that a woman becomes truly proud of her man. Male songwriter's also have similarly themed lyrics. However, men have a more direct to the point and mostly sexual stance when composing their songs. Take for example the lyrics in the John Mayer song Your Body is a Wonderland (2001). He sings the following lyrics to his beloved; â€Å" Something 'bout the way the hair falls in your face . I love the shape you take when crawling towards the pillowcase . You tell me where to go and though I might leave to find it I'll never let your head hit the bed without my hand behind it .† The song can almost be seen as the male counterpart of Morisette's lyrics since his song dwells on the perfection of the female body but without the almost poetic description of the sexual connection of the female physique with a â€Å"perfect† love borne out mostly out of lust and desire than compatibility. Both songs speak of the act of the emotions the songwriters are feeling during the act of lovemaking. Yet Morisette is more ambiguous about it, thus causing her listeners to think more about what her lyrics truly mean. While Mayer leaves very little to the imagination as men prefer to be more directly descriptive in their lyrics than women one cannot deny that he does his best to romanticize the act of lovemaking in a way that only men seem to understand. Although the lyrics are poetic, there is no mistaking what the topic of the song is all about. This method of writing lyrics is something that female songwriter's do not normally do because the female lyrics tend to have veiled double meanings attached to them. Both men and women clearly write about their relationship troubles. But men have a lesser emotional investment in the relationship. Thus they see a different solution to the problem than women. This can be heard in the way Pit Bull described the end of his relationship with a girl in h is 2011 hit Hey Baby where he rapped about the freedom that being a single man brings to his life; â€Å" I’m a Dade county, self paid self made millionaire . I used to play around the world, now I’m around the world - gettin paid. Girl problems, no problems , doin anything that won’t solve em . I wanna get witcha mami, now let me see what the lord split

Es179 writing assignment Essay Example | Topics and Well Written Essays - 250 words

Es179 writing assignment - Essay Example People working in engineering jobs without the degree must be classified as engineering workers, not engineers to keep up with the engineering standard. Performing work commonly recognized as â€Å"what engineers do† does not make a professional engineer. The law dictating that an engineer is one practicing engineering jobs should be revised. In fact, people must not initially trust a person working as engineer if they do not have a college degree. Likewise, there are no persons included which should be removed from the list of engineers. Thus, people working as engineers must be classified as engineering workers, never engineers to ensure professionalism. Being a chartered engineer is not the minimum requirement to be called professional engineer. In some countries, the computer engineers and the industrial engineers do not have a chartered board exam requirement. Clearly, having other accomplishments like passing the chartered engineering board exams and pursuing professional engineering development are not the minimum requirements needed to be called an engineer. There are no people included which should be removed from the list of engineers. Consequently, people working engineering jobs must be called engineering workers, to avoid

Renoirs adaptation of maupassants A counrty excursion Essay

Renoirs adaptation of maupassants A counrty excursion - Essay Example In the context of French cinema, works of such iconic writers as Victor Hugo, Emile Zola and Alexander Dumas were heavily drawn upon. Guy de Maupassant’s short story A Country Excursion is one among many instances of early cinema embracing literature. But there are numerous challenges in adapting a work of art to a radically different medium. Theatre and cinema can be said to share some affinity in terms of principles of mise-en-scene, accepted rules of screen-play, shared exploration of genres, etc. But literature to film is a big leap and film theorist Dudley Andrew identifies three basic types of adaptation – borrowing, intersecting and transforming sources. In the case of A Day in the Country to varying degrees all the three types are at play. Borrowing: The film is said to be borrowed from the short story to the extent that there is divergence in their details pertaining to characterization, geographic description, projection of individual motive, etc. In borrowing , â€Å"the artist employs, more or less extensively, the material, idea, or form of an earlier, generally successful text...the adaptation hopes to win an audience by the prestige of its borrowed title or subject...at the same time it seeks to gain a certain respectability, if not aesthetic value, as a dividend in the transaction†. (Andrew, p.422) Renoir’s work satisfies some of these criteria better than others. Certainly the literary work is the very basis for the project of the film. Moreover, Maupassant was a household name in early twentieth century France, and thus brings a degree of prestige to the project at hand. But the particular short story, A Country Excursion, does not have the same name recollection as its author does. Renoir’s enterprise does succeed in fulfill the twin key criteria of bringing respectability and aesthetic value to the transaction. The cinema produced is no injustice to the artistic standards of its source. The additional provis ions afforded by the new medium add more vibrancy and color to the source text. So the idea of the film can certainly be said to have been borrowed, though with certain qualifications. Intersection: This form of adaptation is found to be the weakest in A Day in the Country. Intersection is the most infidel methods of transmuting words to film due to its limited objective. The goal of the filmmaker is less constrained, for he/she is not concerned with the entire written work but only one idea/feature within it. The task then is to experiment and find out what ‘cinema’ as a medium can ‘do’ to the original. At its heart is creative curiosity and experimentation on the part of the director. Renowned French film critic Andre Bazin has expressed intersection through the metaphor of light. Andrews paraphrases Bazin thus, â€Å"here the original artwork can be likened to a crystal chandelier whose formal beauty is a product of its intricate but fully artificial ar rangement of parts while the cinema would be a crude flashlight intersecting not for its own shape or the quality of its light but for what it makes appear in this or that dark corner† (Andrews, p.423) Seen in light of this definition, A Day in the Country is the cinematic intersection of the literary work, for it brings to the table unique cinematic qualities of expression. This is most evident in passages in the film where dialogue takes

Judicial System and Application of Criminal Responsibility Essay

Judicial System and Application of Criminal Responsibility - Essay Example The main role of any judicial system is to mitigate crime, provide social control, and impose sanctions to violators of the law and to rehabilitates individuals who have violated the law. Germany Criminal Justice system The Germany criminal justice system is one of the most elaborate systems in the world due to the proper structure and the eloquent due process. The German police are the first line contact with crimes happening on the ground. Additionally, their main mandate is to detect, conduct investigations and arrest lawbreakers. After the police have made an arrest, they proceed to register the crime and embark on thorough investigations. However, in other cases, the police can conduct undercover investigation in order to detect criminal activities and gather sufficient evidence for prosecution purposes. Additionally, when they find sufficient evidence, then they hand over the case to the public prosecutions officer who is has the mandate of prosecuting the suspect on behalf of the public (Miller & Gaines, 2011). However, the prosecution must have a high degree of specificity in order to prosecute an individual according to the German laws. Additionally, the matter must be an offense against the public interest. However, when the nature of crime is minor and the prosecutor sees no ground of public prosecution, then the penal sanctions are applied that may include fines. The prosecutor can go ahead and prosecute an offender, when the crime is against the public and has sufficient evidence. However, the courts will commence proceedings after thoroughly examining the charges, the nature of crime and the degree of seriousness (Hess, Orthmann & Cho, 2012). When an individual commits a crime for instance robbery, the police conduct an intensive investigation regarding the crime before they register it and forward it to the public prosecutions officer who then evaluates the case against the evidence in order to forward it to court for proceedings to commence. How ever, the crime must cause significant harm to the public for instance robbery causes harm to the victims. When the public prosecutor forwards the case to court, the court examines the case against the evidence that the public prosecutions officer puts forward in order to establish grounds for commencing proceedings otherwise without sufficient evidence and legal grounds the court throws out the case (Cole & Smith, 2008). The public prosecutor has to follow the due process model to the letter in order to achieve successful prosecution. The first court that majorly deals with criminal cases has one professional judge specialized in criminal cases and two other lay judges. Similarly, a higher court consists of three professional judges and two other lay judges. When an individual is arraigned in court with charges of robbery, then the case may take two major directions, they court may terminate the proceeding on grounds of insufficient evidence or the case may proceed if the court est ablishes grounds for the case. At this point, the defendant may be sentenced to imprisonment if found guilty. The main aim of the German Judicial process is to reform the individual, protect the public from such criminal offences that the individual may commit. Additionally, the

Assignment Essay Example | Topics and Well Written Essays - 500 words - 75

Assignment - Essay Example Whereas the quality of life is represented in a uniform fashion throughout much of the province of Ontario, only immediate regions around Winnipeg experience or exhibit a relatively high quality of life. This is further interesting as geographic analysis of these two provinces indicate that there is a relative level of comparison in terms of the overall education level represented between these two provinces. Another noted geographical difference between these two provinces has to do with the fact that Manitoba exhibits a very high percentage of foreign born individuals; as compared to Ontario which represents an extraordinarily low percentage. Likewise, higher population density in Manitoba and much lower density in Ontario could effectively be skewing some of the results that have thus far been reported and illustrated. Additionally, it was also noted that there were many more retired individuals living within Manitoba; especially within areas in which a higher quality of life was denoted. Obviously, seeking to determine whether this is a causal factor for whether or not quality of life is impacted upon by the overall representation of a more age advanced demographic is an exercise in futility. Yet, perhaps the most useful of metrics that was analyzed is in terms of the overall representation of primary industries within both Manitoba and Ontario. From the information provided, it was clear that Manitoba had a much less diverse economic base as compared to the province of Ontario. In much the same way that economic "Dutch disease" impacts upon the overall growth and survival of a particular region, the more diversified labor force and opportunities that exist within Ontario likely contribute to the overall higher level of quality of life and other metrics associated that have been discussed at length within this particular analysis. As Ontario is able to represent

Doctor of Philosophy in Naturology Essay Example for Free

Doctor of Philosophy in Naturology Essay Iridology is the scientific analysis of patterns and structures in the iris of the eye, which locates areas, and stages of inflammation throughout the body. The iris is the portion of the eye showing color. It reveals body constitution, inherent strengths and weaknesses, health levels, and transitions that take place in a persons body according to their way of life. HOW DID IT ORIGINATE? In the 1800s, a young boy, Ignatz Von Peczely, happened to catch an owl in his garden. The boy clearly saw a black line rising in the owls eye after accidentally breaking its leg during the struggle. He kept the bird until it had regained its health and then observed the appearance of crocked white lines across the black area in the owls eye. Von Peczely later became a physician and had the opportunity to study the irises of many patients. He grew certain that there existed a reflex relationship between tissue changes in the body and iris markings and developed the first iris chart, which has been continually researched and revised over the years. HOW DOES IT WORK? The complex iris is composed of hundreds of thousands of nerve endings, which are connected by impulses to every tissue of the body through the brain and nervous system. The nerve fibers, or trabecula, respond specifically to tissue and organ conditions with a corresponding physiological reflex manifested in the iris as lesions and color variations. The iris chart, which is the result of many years of clinical observation and intensive research by Dr. Bernard Jensen and others, represents the basic placement of body organs and tissues similar to a map. An accurate iris analysis is possible by superimposing the chart over an iris image projection, allowing detailed observation of the valuable and reliable data recorded there. WHAT WILL IT SHOW? A complete iris analysis will show whether a person exhibits a generally good constitution or a poor one, depending upon the density of the iris fibers, the patterns, structures, colors and degrees of lightness and darkness in the iris tell if an area of the body is inherently strong or weak. It also reveals the relative site of over-activity, irritation, injury or degeneration of the tissues and organs. Toxic accumulation levels can he observed as well as nutritional and chemical imbalances. WHAT WILL IT NOT SHOW? Iridology will not show or name a specific disease but provides information about the body tissues, which indicate tendencies toward conditions of disease, often before symptoms appear. Iridology will not reveal surgery performed under anesthesia as nerve impulses are discontinued. Iridology cannot locate parasites, gallstones, or germ life, but will indicate the presence of inflammation and toxic conditions, which are a refuge for their development. It will not show pregnancy, as that is a normal function of the female body HOW CAN IT HELP ME? Iridology is potentially an integral part of preventive health care. It has the ability to forewarn of approaching difficulties or signs of disease. Iridology can be a powerful tool, allowing one to determine what is transpiring inside the body from a simple, painless, and economical external vantage point. In effect, iridology will reveal how well your body functions. Improper nutrition and lack of exercise undermines the bodys integrity until eventually it becomes unable to reverse damaging toxic conditions through its own natural self-healing mechanisms, becoming susceptible to ailments of a chronic nature. Therefore, nutrition and iridology are inseparable in ones pursuit of a healthy way of life and holistic health care program. Iridology helps us understand our weakness so we may strengthen and cleanse our bodies to obtain our maximum health potential. It brings to us an awareness of how to prevent illness, thus allowing us to earn our most precious earthly treasurevibrant physical, mental and spiritual health! Methodology: Definition of Iridology: According to Medical Dictionary, Iridology is the practice of diagnosing disease by examining the iris of the eye. Although some diseases do affect the eye, iridology is not considered scientific medicine. What is Iridology or Iris Analysis? Iridology is the study of the iris of the eye. Iri and iris come from the Greek name of the goddess of the rainbow, Iris. The Greeks noted eyes come in many, many colors. And logy also comes from the Greek, meaning study of. Literally translated, iridology means the study of the coloration of the eye. The iris reveals changing conditions of every part and organ of the body. Every organ and part of the body is represented in the iris in a well-defined area. In addition, through various marks, signs, and discoloration in the iris, nature reveals inherited weaknesses and strengths. By means of this art / science, an iridologist (one who studies the coloration and fiber structure of the eye) can tell an individual his/her inherited and acquired tendencies towards health and disease, his current condition in general, and the state of every organ in particular. Iridology cannot detect a specific disease, but, can tell an individual if they have over or under activity in specific areas of the body. For example, an under-active pancreas might indicate a diabetic condition. What is Iridology all about? The eyeball is normally defined as a globe or sphere, but it is oval and not circular. It is approximately 2. 5cm in diameter, transparent in front. It has three layers: (1) Inner nervous layer (2) Middle, vascular, and, (3) Outer fibrous, the layer that supports The choroids or middle vascular coat contains the blood vessels. This vascular coat forms the iris with a central opening known as pupil. The color of the eye is given by the pigmented layer behind the iris. This pigmented layer is largely responsible for the color of eyes that we recognize mainly as blue, brown, gray or mixed . The word iris is derived from Greek root, which means, â€Å"halo† or â€Å"rainbow†. It is believed that iris is associated with rainbow because of its colors. According to â€Å"Dorland’s Illustrated Medical Dictionary†, Iridology can be defined as â€Å"†¦the study of the iris, particularly of its color, markings, changes etc, as associated with disease†¦Ã¢â‚¬ 

Corrosion Inhibition of Metal Using Lawsonia Inermis Extract

Corrosion Inhibition of Metal Using Lawsonia Inermis Extract Introduction Metal and alloy are widely used in various fields of industries. It’s commonly used in big industries such as manufacturing, processing and others. But metal and alloy used tend to face the corroded state due to the exposure to different chemical and substances that can lead to the corrosion. This phenomenon has become important especially in acidic media because of the increased industrial applications of acid solutions. For examples in industrial refining crude oil, acid pickling, industrial cleaning, acid descaling, oil-well acid in oil recovery and the petrochemical processes. Corrosion happens when the equipment surface was attacked by a strong acid. So in order to prevent the corrosion happen, inhibitors have been used to reduce the rate of metal corrosion. Corrosion inhibitor is a chemical that can slow down the acid attacked which can lead to the corrosion on the drill pipe, tubing or any other metal that contacted with acid during treatment. This chemical when added even in small concentration on corrosive media, it will prevent the reaction between metal and media. Many studies have been carried out to find the suitable compound that can be used as inhibitors. These studies reported that, both synthetic compound and plant extract can be used as corrosion inhibitors. But, usage synthetic compound as inhibitor has been limited. Most of them are highly toxic to both human and environmental. Therefore, non-toxic and natural inhibitors such as plant extract have been used because of their environmentally acceptable, readily available and renewable source. One of the plant extract that have been used as inhibitor is Lawsonia inermis (henna leaves) extract. Henna is an herb which has dyeing properties used in Asia and North Africa. Inhibitive action of henna extract as a cheap, eco-friendly and naturally occurring inhibition on some metal such as aluminium, iron, zinc and nickel in acidic, neutral and alkaline solution has been investigated. Literature Review In order to avoid from use synthetic compound, there are other alternative compound which can be used as an inhibitor. Previous research has been carried out and proved that plant extract can be use in corrosion inhibition. Plant extract consists of chemical compositions lead to prevent metal from corroded. But Buchweishaija (2008) state that among of the plant extract, Lawsonia inermis (henna leaves) was the good one due to the high inhibition efficiency of henna leaves extract. Furthermore, the large amount of henna leaves exist which makes it easy to find it in the Asia and North Africa. Also the most important thing is the unique chemical composition present in Lawsonia inermis by functioning as an inhibitor.    Chemical Composition of Henna Leaves Research was carried out to determine the chemical composition contain in henna leaves that can act as corrosion inhibitor. It has been discovered that henna leaves contain soluble matter, Lawsone (2- Hydroxyl-1,4-naphthoquinone, C10H6O3), gallic acid (3,4,5-trihydroxybenzoic acid, C7H6O5) and dextrose (ÃŽ ±-D-Glucose, C6H12O6) (Ostovari et al., 2009). Henna leaves also contain other chemical such as resin, coumarins, sterols and tannin (Ostovari et al., 2009). The main components of henna extract are hydroxy aromatic compound like tannin and Lawsone. Tannin or also known as tannic acid present with a core glucose and methyl gallate groups (El-Etre et al., 2005). Tannin which acts as an inhibitor attributes the formation of a passivating layer of tannates on the metal surface (Boot Mercer, 1964). Besides, Lawsone also a main part of henna extract that had been mentioned earlier. The structure of Lawsone is shown in Figure 2.1 below. Figure 2.1: Lawsone structure (C10H6O3) (Hamdy Nour, 2012) The Figure 2.1 above shows that, Lawsone structure consists of benzene, p-benzoquinone and phenolic group (Abdolahi Shadizadeh, 2012). By looking at the structure in Lawsone, we can know that henna extract is an organic compound and the IUPAC name for the Lawsone structure is 2-hydroxy-1, 4-naphthoquinone (Rajedran et al., 2009). Lawsone molecule is a ligand that can chelate with various metal cations and then forming a complex compound. So it can perform corrosion inhibition on metal through absorption method (Ostovari et al., 2009). Mechanism of inhibition The mechanism of inhibition involves blocking metal surface by inhibiting through adsorption. Adsorption process is affected by nature of metal and chemical structure of the inhibitor (Ostovari et al., 2009). The obtain results from previous studies indicate that Lawsonia inermis extract achieve good inhibition for the corrosion of any metal such as C-steel, nickel, and zinc in various mediums of solution (El-Etre et al.,2005). To perform the inhibitory action, there are some components in henna extract which will act as inhibitors. As had been stated earlier, the main components of Lawsonia inermis extract are hydroxy aromatic compound which consists tannin and Lawsone (El-Etre et al., 2005). Both tannin and Lawsone have its own function and mechanism to perform the inhibition action between the metal and henna extract successfully. Tannin The first component is tannin. The inhibitive action of tannin was ascribed to the establishment of a passivating layer of tannates on the metal surface (Rajagopalan et al., 1969; Booth Mercer, 1964). The formation of complex compounds with different metal cations can be form by tannin component especially in the basic media. El-Etre et al. (2005) reported that the formation of tannin complexes may be working well for the inhibition in the alkaline media rather than acidic solution it because tannins are limited inhibition in acidic media. Thus, tannin component in Lawsonia inermis extract is suitable to use in the manufacture of anti-rusting paints and coating. Lawsone The other main element in the Lawsonia inermis extract is Lawsone which has higher concentration than other elements. Lawsone molecule is a ligand that can chelate with metal cations which will form complex compounds. Ligands typically consist in organic compound. Insoluble complex was formed when metal cations combine with Lawsone molecule and it was absorbed on the metal surface. This is how Lawsone compound give inhibition action to the metal. There is such method that can prove the formation of metal complex which the method is conductometric titration.                           Mechanism of Conductometric Titration Method Often, conductometric titration was conducted to obtain substantial support for the formation of metal complex (Amin, 2002). Several procedures were conducted to confirm the formation of metal complexes. Conductance measurement was carried out with a Jenway 4510 conductivity meter. Lawsonia inermis extract was titrated in separated experiments with some metal in solutions that have different pH value. As the result of the titration, non-complexes of metal ion was reacted with reagent first which leads it to a reduction in the conductivity of the solution. However, the higher amount of ligand (henna extract) does not change the value of conductivity (Ostovari et al., 2009). These results signify that the formation of metal-complex through the chelation of Lawsone molecules and the metal cations with stoichiometric ratio of 1:1 and 2:1 as shown in Figure 2.2. Figure 2.2: Forms of Metal-Lawsonia complexes (El-Etre et al., 2005) So, it can be conclude that the inhibition action of Lawsone was happen and prove that henna leaves extract can act as inhibitor (Abdolahi Shadizadeh, 2012).                  Mechanism of Lawsone Rearrangement In the acidic solution or known as acidic media, aromatic compound whose structure include a cyclic delocalized Ï€-electron system are susceptible to electron delocalization, especially a ring containing only carbon such as benzene (Lide, 2006). Delocalization of Ï€-electron is to stabilize the molecule. As the bond angles of carbon in benzene are trigonal (sp2), then the ring become flat. So these angles just fit the 120o angles of a regular hexagon and this flatness allow the overlap of the p-orbitals in both directions that lead the delocalization and stabilization (Marrison Boyd, 1983). So that’s why it needs delocalization to stabilize the structure. In the other situation of Lawsone molecule in acidic media, delocalization of the lone pair of electrons on hydroxyl group takes place resulting in the rearrangement as shown in Figure 2.3. Figure 2.3: Process of electron delocalization on the Lawsone molecule (Ostovari et al., 2009) The migration of the hydrogen atom with a pair of electrons from an adjacent carbon to the carbon bearing caused the rearrangement occur. Carbon that loses the migrating group obtained the positive charge. This is the most common kind of the rearrangement which known as 1,2- rearrangement. Then, with the existence of metal cations, it will enhance the complex formation of reaction (Ostovari et al., 2009). Then the complex formation reaction of rearrangement was enhanced by adding henna extract in solution. So, the metal complexes are stabilized. The formation of these stabilized complexes between Lawsone molecule and metal cations give the high inhibition efficiencies in acidic media. Besides, Mikhael et al (2004) reported that henna constituent has antioxidant characteristic particularly by the naphthoquinones. It also state that, gallic acid also can be used as an oxygen scavenger in boiler system (Soderquist, 1990). Therefore, the oxygen scavenger characteristic of henna extract was attributed to another mechanism for inhibition. However in the acidic media, the main cathodic reaction at the surface is a hydrogen evaluation (Ait Chikh et al., 2005). Hence, the oxygen scavenging characteristic of henna is not the main responsible mechanism for the observed inhibition of henna extract. In addition, it is confirmed that the inhibition mechanism is the chemisorption of inhibitor molecule on the metal surface and it had been verified through thermodynamic parameter and conductometric titration. So as a conclusion, the main inhibitor mechanism chemisorption is through the chemisorption of inhibitor molecules on metal surface. While, the inhibitive action slightly enh anced through oxygen scavenging. (Ostovori et al, 2009). Comparison Henna Extract with Other Inhibition There is another organic compound that can be used as inhibitor besides henna extract. Previous studies has been conducted to test the inhibition efficiency of henna and five other organic compound inhibitor used in acidizing treatment. Table 2.1 show the result of inhibition efficiency of these six inhibitors. Table 2.1: Inhibition efficiency of MEA, DEA, TEA, and henna API steel (Abdollahi Shadizade, 2012) Refer to the Table 2.1 above; the inhibition efficiency was compared between Monoethanolamine (MEA), Diethanolamines (DEA), Triethanolamines (TEA), Dibenzylidene acetone (DBA), Di-N-dimethylaminobenzylidene acetone (DDABA) and henna. The inhibition efficiency of MEA, DEA, TEA and henna at temperature 28oC are 82%, 80%, 78% and 85.98% respectively. Based on the result, it shows that henna has the higher inhibition efficiency than MEA, DEA and TEA. Morever as shown in Table 2.1, the inhibition efficiency of henna extract at 28oC is higher than inhibition efficiency of DDABA with 73.8% IE. Furthermore result also shown that inhibition concentration of henna extract is less than all inhibitors with the same temperature eventhough it have higher inhibition efficiency. So we can conclude that, with the small concentration of henna leaves extract, it can act as inhibitor with higher inhibition efficiency rather than other listed inhibitors which have larger concentration but average of inhibition efficiency is low than henna extract. In addition, research still focused to the amount of henna leaves extract in order to apply it in industries as now the amount of henna is quiet small to apply it. So, the experimental must be conducted by using larger amount of henna leaves and various metals Problem Statement Nowadays, metal and alloy are widely used in various industries especially in manufacturing and processing. But the problem is the metals used tend to faced corrosive when the surface of equipment attacked by strong acid media or any other media. But mostly, acidic media are the main causes for corrosive to happen due to the increasing of industrial application an acid solution. So in order to prevent from corrosion of metal, inhibitor has been used. However the use of synthetic compound as inhibitor is extremely dangerous either to the body and the environment due to the toxicity. Thus, studies are conducted to find the non-toxic and natural inhibitors. The study shows that plant extract can be used as corrosion inhibitor. One of them is henna leaves extract. Besides being environmentally acceptable and readily available, henna leaves extract also cheap as it’s easy to find in Asia and North Africa and renewable sources. Objectives There are few objectives that has been studies in order to solve corrosion phenomenon and carried out the research on corrosion inhibitor of metal by using Lawsonia inermis extract. The objectives are: Study of corrosion inhibition of metal by using henna leaves extract. Analysis mechanism of inhibition towards metal. Investigate the differences between henna leaves extract with other inhibitor.

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