Review of Continental Airlines organizational structure Essay Example for Free

Review of Continental Airlines organizational structure Essay 1.Does the organizational design of this corporation help or hinder it in achieving its organizational goals? Continental Airlines utilizes a divisional structure relative to the management of its various entities. This structural design is due to the complex nature of the aviation industry as well as the autonomy required in operating a twenty-four hour a day, seven day per week worldwide business. In my opinion, the structural design of this organization with the exception of Continental Express and Continental Micronesia can really not be structured in any other way, and therefore should be considered helpful. The airline business is an incredibly tough business as it is. The costs of operations in relation to profit per passenger mile are very low. This airline and its management team have emerged from bankruptcy and now fly the newest fleet of aircraft in the sky today. Chairman and CEO Gordon Bethune with his years of experience in the aviation industry have afforded the opportunity for Continental to receive more awards for customer satisfaction than any other airline. Obviously, this is a far cry from the pre-bankruptcy days of this airline which now proudly stands as an industry leader. (No, I do not work, nor have I ever worked in the airline industry). The organizational structures leadership includes various notables that have grown up within the industry filling various leadership positions for other airlines. It seems as though Mr. Bethune has installed an incredibly capable team to steer this company into the future. I carved out Continental Express and Micronesia since they are basically licensed businesses that fly under the Continental flag. Their existence within the Continental family does provide routes to smaller and far-eastern destinations but are independently managed and therefore not considered (by me) as anything more than a profit center on the organizational chart. 2.If you were to change this organization, what issues would you need to consider and why? What would be the advantages and disadvantages of organizational change? If I had the ability and experience to effect change for this organization, the first issue I would consider would be consolidation of the airlines in  general. I address this issue because I do not necessarily feel that consolidation is all that its cracked up to be. Bigger airlines mean bigger bureaucracy and smaller profit potential. Both of these translate to decreased customer satisfaction as well as the potential for employee dissatisfaction. Mr. Bethune prides himself in being one of the people, he is often seen walking in the terminal, shaking hands and recognizing employees for doing an outstanding job. As a rated company pilot, he is also seen on the flight deck of the occasional 757 or 777. It is hard to imagine how the current structure could be improved beyond what it already is. He is leading by example as a leader should. Should airline consolidation continue, the main advantage would be for the traveling public. The customer could potentially book a trip around the world simply by calling the Continental reservation line. Until that customer shows up for the trip to commence, he may not even realize that hes not even on a Continental flight. Thats the beauty of being big. The trip might be made up of legs flown by Northwest connecting to Varig connecting to Delta connecting to Qantas, etc. This seamless travel experience for the customer should be considered as an upside to consolidation. The main disadvantage might possibly be that the customer has no idea who to call when things go wrong. He might be stranded in a foreign land after his connection with China Airlines cancelled and hes not sure of whom to contact to get back on track. The second issue I might consider would be mandatory retirement of pilots once they reach their sixtieth birthday. Organizationally, this federally mandated policy weakens the organization. My best and most experienced pilots are being forced out of my company. If this policy is unchangeable, I must find a way to keep this incredible resource happy and employed in some form or fashion that augments my existing infrastructure. This disadvantage to my organization structure is a hurdle that is out of my control but directly affects the bottom line relative to people and organizational power. Reference: www.continental.com/company/investor.governance.asp

An Observation Of Creative Childs Play Young People Essay

An Observation Of Creative Childs Play Young People Essay Method of observation The method of observation that I will be using is time sampling, the reason is that it allows me to point out many important information in an exact time and it is useful because it gives a wider picture of the child. Type of observation The type of observation is participant. I actually participated in the activities that the child A was participating and I observed her at the same time too. Record of observation 9.00 am: Child (A) is sitting on the floor with her legs crossed and both of her arms crossed. The teacher told them that they can now go to take part in the free play session. Child A quickly gets up stands and walks towards the creative table, where there was a paint activity set up. Next child A picks up a blue apron with her right hand. She put her right arm into the apron first then she put her left arm into the apron. She asks me to fasten her apron from the back. 9.15 am: child A is still at the painting area, she picks up a small paint brush with her right hand. A then applies some blue pain on to a piece of A3 paper, after that she moves the paint brush towards the paper, A then dabbed the paint brush onto the paper two times. 9.30 am: within painting area, one of As friend comes closer to A and asks her to play with her. Child A gets excited and they start to play. After a while A and her friend ask me what they can draw as I sit down on a chair at the end of the table. I suggest them that they can draw each other. Therefore, child (A) picks a red paint and tries to draw her friend. 9.45 am: child A is at the drawing area by her self. She is drawing a picture of her dog with a brown felt tip pen. She is making a rough circle with big ears and a long neck. 10.00 am: child A is at the sand area with her two friends. Shes trying to make a cake for her peers. While shes making a cake, I asked her about the recipe. sugar, chocolate and . she said. Therefore, I explained her that we need sugar, egg, flour and water to start with. She pretends that she added the thing that she needs and then asked me if I could put it in the oven. So I did what she asked me. 10.15 am: child A is in the playground area with friends on the climbing frame. One girl is in front of her. She is waiting for her turn to down the slide. 10.30 am: child A is playing with another child. She is running, laughing and screaming. 10.45 am: child A is helping to tidy up the playground. Shes putting all the blocks in the box. 11.00 am: child A is in the writing area, she is drawing a big butterfly; she is using different colour pencils and drawing at the centre of the paper. 11.15 am: child A is sitting on the floor (group-time) she is listening to music and taking part in dance activity. She is copying the action that the teacher does. 11.30 am: time to go home, child A is standing on both feet, wearing her jacket, walks towards her mum and goes home. Mentors signature: Date: Conclusion I have looked at Piagets theory to support my observation and by doing that I came to know that children are active learners. Available at: . I believe this statement that children learn and explore when they are active. Jean Piaget also believed that children are actively involved in structuring their own cognitive development through exploration of their environment. Children need real objects and concrete experiences to discover things for themselves. According to (D3webdesignes.com,2007-2010)Children ages 3 years old are expected to relate present activities and past experiences and to draw a person with a head and also to sort objects into simple categories. By carrying out the observation on child A, I noticed that she co operates well with other children of her age. According to Penny Tassoni, (2002) children aged 3-4 start to co-operate with each other and enjoy playing together. Most of their play is pretend play. Therefore, this shows that she is at the right stage of her development. Her social and emotional are also at the right stage for her age. By looking at the observation, I noticed that her physical development is at the right stage too, as she can run, walk and use the slide without any help. Her intellectual skills are that she can draw pictures, write her name, and use different colours. Play is also plays an imperative role in childrens learning. Play helps them in developing five areas, creative, physical, imaginative, manipulative and social. Wasserman (1992) explains five advantages of play. Firstly children will be able to produce something new, and they will be able to take risks. Therefore, play provides the sensible learning and improvement to the child. In plays learning environment, children will develop socially, emotionally, intellectually and physically. Recommendation I think that this observation needs to be carried out frequently in nursery; because then teachers and parents can realize how these kinds of activities promote childrens learning. Therefore, practitioners would be able to create a range of other activities to advance the childrens knowledge and understanding. For example: the setting must provide children more range of drawing pencils and pens, and different texture of paper, in this case it would be (child A). This will encourage her to express her feelings as well as helping her in gaining more confidence in drawing and painting. Secondly I recommend that setting needs to provide children extra free time to play in order to explore the world around them and also they must ensure that equipments and all the materials are prepared for the children to come and play when ever they wish. Thirdly I recommend that practitioners and parents take their children out for walks and talk to them about nature, by this, the child would look around, and therefore they may ask questions about the world around them. What I learnt by doing this observation? By doing this observation I realized that child A is more likely to involve in creative activities with her peers. McMillan believed that having accessed to mainly most materials in play activities is important in childrens play as it helps them to develop as a whole person. Isaac also believes that play must encourage children to discover their inner feelings. By carrying out this observation I also learnt how to get involved in activities with children and how to encourage them to explore the colours. Child A expanded her creativity in this exercise as she practiced painting methods and mixing other products to make a cake. She also learned to trust opinions of the teacher assistant that she works with, she learned to appreciate adults experience and knowledge. By carrying out this observation Ive found out that child A is at the right developmental stage, however, each child develops at their own rate. Moreover, this observation improved my understanding on how children play with the littlest amount of items and achieve so much information and knowledge from it. I also realized that she has very good hand to eye co-ordination which allows her to control her hand movements.

Designing a Natural Play Environment

Designing a Natural Play Environment Introduction ‘Natural Play is a fundamental aspect of a childs development and physical exercise. Through play, a childs personality develops and they gain a greater control of mind and body. Play has opportunities for social, ethical and emotional development. Environmental based play initiates instinctive play as well as self-reliance, confidence and maturity [1] Play is used as a medium for translating one childs personal culture to another, this quote portrays findings from the psychologist Arnaud in 1984 [2] ‘ I really believe there is something about nature that when you are in it , it makes you realise that there are far larger things at work than yourself.Being in nature can be the a way to escape without fully leaving the world. [3] Landscape architects have recently been given the responsibility to design ‘natural play schemes under the 2006 Play England initiatives which have provided the largest ever national investment in natural play. [4] Under these initiatives, the traditional concept of equipped play areas has been disregarded and instead, a greater emphasis is given to creating ‘naturalistic play environments for different age groups. Consequently, landscape architects have now a greater role in the development of play areas rather than the installation of equipment for play solutions. However, there are constraints which determine the extent to which landscape architects can give a ‘natural play experience. This study will explore and review recent projects in order to evaluate the success of such schemes. The research for this study is based upon the authors experience working on Newcastle City Councils Play Englands Play Pathfinder schemes during the summer of 2009 as well as design ing and building an aerial walkway on a woodland adventure trail which was developed on a farm open to the public. [5], [6] The study will be informed by examples from published literature, studies and information from play companies. Firsthand experience of the subject gained through designing, building and managing natural play areas as well as observations on regular visits to Skelton Grange Environmental Centre (Leeds) and during a field trip to Denmark (2009) will also be used. Aims and Objectives The aim of the study is to identify the principles behind the planning and design of natural play areas, as well as discussing constraints which affect the implementation. Factors that affect the design of natural play areas will be discussed; childhood development, social context, aspects of the site, management and expenditure as well as possible avenues which have not been considered under the Play England initiative. In doing this, it is hoped to determine to what extent ‘natural play environments can be designed and implemented in England. What is ‘natural play? Before discussing the design of ‘natural play schemes it is important to define ‘natural play and how it has evolved. Natural play provides play opportunities in a changing natural landscape. Natural play can enable children to feel more confident in themselves, often revealing their deeper feelings and sharing of their ideas. Natural play has many invaluable qualities that cannot be taught through structured learning activities; the theories of natural play are robustly supported by researchers from varied disciplines including psychology, education, philosophy, anthropology and recreation. [7] The evolution of natural play spaces The essence of childrens play has changed little over the centuries. The links between the play patterns of un-modernised and developed societies have been shown to be very similar. For example ‘!Kung children in the Kalahari desert use an object, in their case the sheath of a banana leaf, to symbolise a baby and these mothering games are similar to those played by children in developed societies who play with dolls. [8] However, adults controlling childrens lives have imposed a series of changing theories as to how they should play. During the age of enlightenment when all sorts of theories were being examined Rousseau (1712-1778), the French philosopher, valued the importance of good experiences to mental development in children. When he heard of children forced to read and not play he wrote â€Å"those who would rob these little innocents of the joys that pass so quickly, he went on to say, ‘We must never forget all this should be play, the easy and voluntarily control of movement which nature demands of them, the art of varying their games to make them pleasanter without the least bit of constraint. To a child of 10 or 12 work or play are all one, with the proviso that the activity of play is ‘with the charm of freedom. [9] The case studies for this essay have been chosen following observations of natural play schemes during 2008 2009. The sites cover the fundamental aspects and current trends of natural play used by after school clubs, Play England, Natural England initiatives, and environmental learning projects. Play pathfinders and play builder explain Skelton Grange Skelton Grange Environment Centre, Leeds is located 5 km from Leeds City Centre (figs.). The site is a gentle sloping 8 Acre site with woodland, open meadows, lawns and riverside walks. The site is located in a large industrial area on the periphery of Leeds City Centre and is leased from the National Grid. The project is an innovative, award winning, environmental education project that aims to bring alive the issues surrounding sustainable development. [15]The project is hoped to help people develop an understanding and appreciation of the environment by educating its visitors on ways to safeguard our future. The scheme funded by BTCV (British Trust for Conservation Volunteers) aims to use the Eco Centre and surrounding landscape to support a wide range of activities working mainly with children, young people and adults on school trips, play schemes, community groups as well as teenage individuals. The site is used for education and training sessions, practical conservation, and BTVC volunteer development. BTCV staff at the centre work with young people and adults, schools, play schemes, community groups and individuals on developing an understanding appreciation of their environment, and their role in safeguarding its future. The children who visit annually are from inner city West Yorkshire primary schools. These children gain many valuable experiences of environmental play which can be absorbed and provide inspiration for similar forms of play at home or school. The most striking issue which was observed on the site was the willingness to the children o learn and play in a rugged natural environment as many of the inner city children have a very limited horizons when it comes to getting out of town. Broom House Farm ‘Adventure trail Broom House Farm ‘Adventure Trail is Located in the Durham countryside approximately 6 miles east of Durham City (figs.). The adventure trail is set on land belonging to a diverse ‘organic farm enterprise. The surrounding landscape has a significant impact on the adventure trail as it is visible from the trail and relates to educational material within the trail. The woodland where the adventure trail is located is predominantly coniferous however there are many mature broadleaved species in the woodland. Most of the coniferous woodland was established over 50 years ago when the land was set aside by the farming tenants after it was open cast for coal. The woodland is very diverse in flora and fauna. The trail is open to the public and has approximately 4,000 public visitors, 60 school parties per annum. These include visits through a recent Natural England initiative (name it) . There are also visitors from institutions for people with special needs. The wood offers a wi de range of natural based learning activities and many outlets for un-structured natural play. The site has been designed to enable a sense of discovery for visiting children, consequently giving a strong bond with the environment. The site is unique in the area and proves very successful with all users, the blend of natural play, education and playing within a woodland environment strongly complement each other. Visitors with special needs gain special interaction with nature when visiting. The bonding with nature is also highly significant for children visiting the site from deprived inner city areas of Newcastle, Gateshead, Sunderland and Durham. During my experience as education/safety officer at Broom House Farm (2008), I supervised and carried out educational activities with the children. This was an important experience for me as over a period of time I was able to observe the children using the natural play setting. During the summer of 2009 I designed and helped build new additions to the adventure trail including a 100m raised board walk and other play zones (figs.). Denmark Junk Playground The play site is located in Fredriksberg, a central district of Copenhagen, Denmark. The site consists of a large clearing in a Beech woodland. The perimeter has mature trees which overhang much of the site. Shrubs have been integrated next to structures built by the children . This unique ‘Junk Playground also caters as an after school club for the adjoining school. The site offers a safe environment for children to be supervised from a distance, allowing them to construct a variety of custom built play equipment from shelters to play structures. This resource is run by adults employed by the council and funding from parents, all staff have a degree in some form of child development or education. The facility is also open at weekends when it is supervised by parents. The site is a huge success and is very popular. The value of this resource to the local community is very high; children are left at the after school club everyday so they have to be very imaginative in the playspace to keep them occupied. The outcome of what the children design and build is usually well implemented. The community involvement of many parents also helps safeguard the success of the site on weekends. The site has an importance policy which allows children to construct play equipment, this is a good example of allowing risk in the play environment. It was interesting to observe the competence of children as they explained what they had built and the construction methods learnt. More importantly the children explained that everyone uses the tools in a responsible manner, consequently there are few injuries. ADD? Children are constantly encouraged to be creative within the education system. Depending on their age many have a drive to create constructions. Through natural play, natural materials can be used to create personal play equipment. This adds a further dimension to the benefits of natural play. When children construct anything they feel more confident of another intuitive childhood process. Within the Danish junk playground, children are issued with and allowed to bring their own construction tools such as hammers, nails, saws and other materials to construct play equipment from the abundance of materials provided. These materials include wood, block paving and other recycled materials. The quality of the constructions made is inspected by adults for strength and any other irregularities. Through this process errors can be corrected and the equipment passed as being safe. The individuals responsible for the construction then shows their play mates and they share their special creations with each other and revise there constructions and equipment with a greater knowledge of construction. The constructions are often nestled and integrated within site, composed of mature trees and shrubs. The success of the natural environment is the popularity of building these structures and games within the greener areas of the site. Fagan refer to sketch book for his opinions and feelings about the thriving site from a childs perspective? Skrammellegepladsen A scheme in place in Fredriksberg, Copenhagen, Denmark were by children build natural play environments adding a different dimension to natural play, combining out of school care and natural play recreation. The results of this scheme is of huge significance to my study and is very popular on the streets of Copenhagen. Parents pick children up from the centre up to as late as 5 o clock. The children are fed with healthy meals which they often cook themselves, children are then free to roam the site playing and constructing play spaces. The children are issued with hammers, nails, wood, hard landscaping materials. The teaching staff all have degrees orientated around primary and youth education. The centre accommodates for ages up to 15 Years of age. There is a strong drive within Play England Guidelines to accommodate teenagers, in particular girls within natural play schemes within Britain. The site in Fritsberg is adjacent to a large inner city school so the visiting children have a quick transition between the two spaces. This could be more common as schools both within the inner cities and rural areas have a wider perimeter to their site with scope to expand, typically a site composed of wasteland grasslands, gravel, mud and pockets of trees with huge potential for transformation to create natural play spaces to socialise and spend countless hours in order to develop. The possibility for making the most of school yard sites would be of double affect as playground play is one few occasions children get to play in a safe environment. If developed playgrounds were open to the community more and not as segregated. As much of the school site in un used within the school timetable with limited Sport, Outdoor play and education it would make sense to make more use of these spaces as natural play sites. One of the biggest bonuss to the scheme adjacent to the school in Fritsberg is the lack of Adult intervention. The children when playing are left outside to their o wn devices yet could seek help, if needed from staff who located themselves near to the building entrance. Newcastle play sites Location Distance from city etc / Add type of landscape, fields, water, woodland and surrounding area flat, hills etc? These play sites have been identified by the council to be improved, using funding from Play England. These playgrounds up graded from a play pathfinder to play builder, Some of these sites have been completed ADD Observations not mentioned in table. How children use it. What you thought was good about it. The activities carried out in these environments have many benefits enhancing childrens ability to recognise and appreciate the natural play environment. Sketches of the natural settings within these sites have been included. The natural qualities deployed create stimulating surroundings with opportunities for more imaginative play and wonder. Adults may view nature as a surrounding for the childs activities. However children seem to view a natural play space as a sensory experience and a place where they can interact within a fantastical environment. Children develop their imagination continually through everyday experiences, which is essential in the childs development as a well rounded individual within society. Why is natural play important today? Natural play environments offer a diversity of natural landscape experiences such as trees, vegetation, wildlife, plants, shaded areas, shelter, water, rivers and hiding spaces create a timeless naturalistic landscape. Children using natural play environments can become thoroughly engaged with nature. [16] The wide variations of the natural elements to play schemes can trigger unique spontaneity, for example playing with living creatures such as insects, building dens with natural materials or setting physical challenges within the environment such as climbing trees. [17] Children seem to have a natural affinity with nature and love for the natural outdoors but today opportunites for this can be limited. Natural England carried out a survey in 2009 which identified that less than 10% of children have the opportunity to play in woodland settings, the countryside or parks. The research also discovered that only 24% of children visit a natural environment once a week in comparison to 53 % of adults who did so in their childhood. [18] The benefits to children from playing in natural play environments A recent lecture by Paul Walker the Director of Timbercare (designers and builders of natural play landscapes, mainly manufacturing wooden play units) highlighted his personal opinions of many elements of natural play. He concluded his speech by saying that ironically the investment within the surrounding landscape of a play area was more valuable to children than a collection of individual equipment which the company specialises in providing. [19] Walker felt strongly about his childhood experiences of natural play, he told many stories of his freedom one of which was how by the age of 11 he had a 6 Mile radius to roam within central Sheffield. The complexity of his different play spaces were therefore hugely diverse including post industrial landscapes, derelict buildings, woodland areas, canals and streets. Walkers primary concern for his industry today is the necessity for low risk in play. Although safety standards now take a more balanced approach he felt they could go further. [20] He felt his childhood experiences of natural based play had a variety of different elements of danger and risk taking, making children of that era much more adventurous and evolving life skills in the changing environment around Sheffield. Another professional who believes that children should have similar opportunities to Paul Walker is an American journalist Richard Louv whose revolutionary phrase ‘Saving Our Children from Nature Deficit Disorder sums up the restrictions facing the majority of children in modernised society. The quote below illustrates trends in child play. ‘ONE EVENING WHEN (sic) my boys were younger, Mathew, then ten, looked at me from across a restaurant table and said quite seriously, â€Å"Dad, how come it was more fun when you were a kid?†. Within the space of a few decades, the way children understand and experience nature has changed radically. The polarity of the relationship had been reversed. Today, kids are aware of the global threats to the environment but their physical contact, their intimacy with nature, is fading. Thats the exact opposite of how it was when I was a child. [21] Louv feels that our affinity to nature is innate and in jeopardy across the modernised world. Quoting Sobel he discusses the changes which have occurred in the experience of obtaining food suggesting that food has become almost abstract now being a product in a supermarket which has little connection with the field or farm it came from. Children are now having to learn where food comes from through schemes such as Natural Englands ‘Learning Outside initiative.[22], [23] School trips to farms in England are limited as they take up considerable financial and staffing resources and often only occur once a year as seen at Broom House Adventure Trail. [24] Urban living can be an experience which is disconnected from nature and can create â€Å"ecophobia† a term which Sobel devised to explain a fear that nature can be physically dirty and dangerous. While working at Broom House Adventure Trail it was apparent from children and teachers that children were warned not to get dirty and were wearing expensive designer clothing. This made a barrier to the children fully experiencing natural play and it would be beneficial to the children if teachers made it clear to parents that there would be a strong possibility of clothes getting dirty and damaged. Some of the children also seemed initially hesitant and detached from the natural environment. [25] Benefits to Childrens Health from Natural Play Watching children using the play sites described in this study it is obvious they expend a great deal of energy and burn many calories. Not all children prefer sport and some do not like organised activities, but all children want to play. Natural play offers less structured opportunities for refining skills such as balance, endurance and confidence and provides a valuable solution for steering children away from childhood obesity. Many children are at risk from health problems caused by their life styles which include poor diet and lack of exercise. In 2009 it was reported that ‘25% of boys and 33% of girls between two and 19 are overweight. [26] It was noted in this survey that â€Å"parents are getting so used to seeing overweight kids, they do not recognise their own children are obese†. These problems cost the National Health over  £2 billion annually. County Durham is one of the worst areas in England for childhood obesity. [27] At Broom House Farm Adventure Trail it was noted that the obese children had less self confidence, were more negative in their approach to playing on the equipment and were teased by classmates. Benefits to Childrens Mental Health from Natural Play The BMJ group estimate that 2 children in every class of 30 schoolchildren will have ADHD. [28] There is a strong belief that children with behaviour and learning difficulties, such as ADHD, are thought to be deprived from the experience of natural play. [29] Louv reports that parents of children with these problems are being taken to natural play environments in order for them to experience situations which require intense concentration, the children are compelled to observe what is around them and become part of the environment rather than separate from it. [30] Children with special needs at Broom House Adventure Trail were seen to greatly enjoy the sensory experience of being close to vegetation, running around and watching others playing on equipment. The carers commented that the escapism of being in such a calming atmosphere was beneficial to their state of mind and they would appreciate access to such a facility more often. One respite care home arranged for their children to attend the adventure trail weekly in conjunction with their other activities. Benefits to Children from interaction with playmates Today many children in England lead less active lives as they are able to watch non-stop television or play indoors on computer games. This decreases the amount of interaction they have with parents, siblings and friends. Curry and Arnaud noted that ‘By the age of four and five children are extremely sensitive to each other and acutely tuned to what interests, pleases or provokes another child. [31] Decreased opportunities to interact through observation, collaboration and discussion during play can have a damaging effect on the confidence of a child and their ability to interact in play environments and in their future lives. Playing with others give children the chance to learn about equality and become integrated within wider cultures. During a consultation process at Kippax Ash Tree Primary School the children discussed their visit to Skelton Grange where they worked together making a shelter and a ‘pebble island to simulate an imaginary civilisation in the woodland. The idea of the project was to encourage the children to integrate through constructive play and say how they would survive on the island. The outcome was a number of sustainable solutions which they had learnt about during the course of the day. Opportunities to develop self reliance Natural play environments develop a childs independence and self sufficiency. When a child enters a natural play environments they can develop a distance from their carers or parents either individually or with other children exploring. This opportunity for play can be achieved in any outdoor space, however in a natural play environment it is enhanced by the magical natural surroundings. This process is important to children who live in confined conditions and are restricted from access to natural play by the location of their accommodation and poverty. White and Stoecklin state ‘While the development of greater independence from toddlerhood to middle childhood can happen within the confines of indoor spaces, safe space outdoors greatly adds to the ability of children to naturally experiment with independence and separation, and the adults willingness to trust the childs competence which is essential for separation to happen. [32] When children accompanied by parents played in the woodland at Broom House they were often heavily restricted by parents who would not allow them to explore the zoned play spaces alone. This was seen on many occasions and created a barrier to the full potential of the natural play experience for their children. It was interesting to note that although school children stayed within their small teaching groups and despite not being in the comfort of their friendship groups, they were sufficiently stimulated to play together. It was also interesting to observe that the children moved quickly from the natural based play equipment to evolve new imaginative games, making maximum use of the woodland. It was also observed that the paths were used as catalyst for exploring the site within a time limit. [33] Opportunities for exposure to nature Our interactions with nature can be hugely diverse depending upon the environment which a child lives in or is exposed to. The experience of different materials, changing seasons and making connections to nature are important components in natural play. [34] The provision of living material in natural play landscapes incorporates the underlying processes of nature and therefore gives a strong understanding of nature gained through physical interaction and watching seasonal changes in the landscape. ‘Plants and vegetation as a medium within play spaces develop interactive skills. Plants stimulate discovery, dramatic pretend play, and imagination. Plants speak to all of the senses, so its not surprising that children are closely attuned to environments with vegetation. Plants, in a pleasant environment with a mix of sun, shade, colour, texture, fragrance, and softness of enclosure also encourage a sense of peacefulness†[35]. When children experience nature, it can be in a v ariety of sensory experiences its value is precious and can be remembered for a long time. Children appreciate the natural layers of the earth no matter how small the play space. Moore recorded a conversation with girls about playing in sand ‘We make streams in the sand when it rains and comes down the hill the girls said. The got down on their hands and knees and embarked on a sequence of sand play. Within a few moments they had laid out a network of â€Å"roads† running around the humpy surface of the fine, hard-packed, sandy soil. Other infrastructure such as houses and an imaginary manor house was also built. [36] * Water play The outdoor environment provides a variety of contrasting surfaces with different textures and play qualities. Recent heavy snowfall in England (2009) triggered instinctive responses to an element which acted as a catalyst for all ages to enjoy excitement and freedom without hesitation or social barriers. Natural materials are used to enhance environmental play for deprived inner city schools of Leeds such as Skelton Grange Environmental Centre in Leeds (West Yorkshire). One of the many natural based activities completed by school visitors is to construct components of the imaginary settlement described above using, sand, soil, water, twigs and leaves. This exercise although educational connects the children with natural materials. Design Design of Natural play environments can produce a range of natural play experiences rather than a single type as per traditional equipped play area†¦ DISCUSS HOW How can a landscape architect in the UK create ‘natural play environments? The previous section outlined an understanding of what natural play is, case studies and the benefits of designing natural play areas. Play England have given landscape architects the opportunity to design natural play areas in many parts of England what considerations need to be taken into account when designing them? New Initiatives of Play England between the years 2006 2009 Play England began working for the childrens play programme in 2006 and 2007, with funding gained from ‘The Big Lottery fund. The recent Play England guidelines show the design principles of Play England. Play England has produced many documents summarising the commitments announced for the Play Strategy of England. The two most relevant one to this study include the ‘Play Strategy and ‘Design for Play. [37] ‘Weve recently moved over to assessing the tenders on play value much more and this has forced the quality standards up, with suppliers now trying to outdo each other for natural play as well as good design and sheer quantity of features †¦ we score each activity and feature for points and use this information to guide us in consideration of the tenders. In the end though it still comes down to us trying to decide which will offer the best play opportunities for the next 15 years or more. Play England have worked in tune with a range of professionals to ensure the best possible guidelines for Landscape Architects to work towards during implementation of the national Play Strategy in their work. Play England is supporting local authority Playbuilders and Play Pathfinders (focusing on 8-13 yrs olds). Their purpose is to deliver the governments  £235m investment in play and natural play in order to create innovative and adventurous play spaces across the UK. This level of investment has not been made before in England. The Play Pathfinder scheme is intended to provide free play opportunities for children and young people in the country over the next 10 years. The Government announced in April 2009 that the overall success of the schemes would be reviewed by children in their local areas. A conference is planned in March 2010 and will explore the future and momentum of the campaign after the last four years. Play England Guidelines Since 2006 Landscape Architects have been required by Play England to adopt design principles which take into consideration the summarised guidelines below for new and refurbished natural play schemes (please see appendix 1 for Play England Design Principles in full); [38] Enhancing the site. Site analysis work ensuring the spirit of the chosen site is enhanced, complementing attractive parts of the site and enhancing poorer environments. Using the best location. A balance in defining the exact location of the proposed park, between safety of the child user and seclusion. Enhancing natural features of the site as well as adding new features./Adding a variety of new soft landscape material and natural landscape features in urban and rural play sites. Providing opportunities for diverse play./This includes accommodating natural play for all age ranges including devising social spaces for parents and carers onsite. Provide the opportunity for children of all abilities and needs to mix./ There should be no barriers for people with special needs which may include carers or parents. Encourage community participation in the design process./ The design required has to work for the community and captivate preferences of the neighbours of the site. Ensure the play space can be used by all ages./ The play site must incorporate many aspects of risk for its users to develop an understanding of risk. Design to develop childrens experiences of taking r Designing a Natural Play Environment Designing a Natural Play Environment Introduction ‘Natural Play is a fundamental aspect of a childs development and physical exercise. Through play, a childs personality develops and they gain a greater control of mind and body. Play has opportunities for social, ethical and emotional development. Environmental based play initiates instinctive play as well as self-reliance, confidence and maturity [1] Play is used as a medium for translating one childs personal culture to another, this quote portrays findings from the psychologist Arnaud in 1984 [2] ‘ I really believe there is something about nature that when you are in it , it makes you realise that there are far larger things at work than yourself.Being in nature can be the a way to escape without fully leaving the world. [3] Landscape architects have recently been given the responsibility to design ‘natural play schemes under the 2006 Play England initiatives which have provided the largest ever national investment in natural play. [4] Under these initiatives, the traditional concept of equipped play areas has been disregarded and instead, a greater emphasis is given to creating ‘naturalistic play environments for different age groups. Consequently, landscape architects have now a greater role in the development of play areas rather than the installation of equipment for play solutions. However, there are constraints which determine the extent to which landscape architects can give a ‘natural play experience. This study will explore and review recent projects in order to evaluate the success of such schemes. The research for this study is based upon the authors experience working on Newcastle City Councils Play Englands Play Pathfinder schemes during the summer of 2009 as well as design ing and building an aerial walkway on a woodland adventure trail which was developed on a farm open to the public. [5], [6] The study will be informed by examples from published literature, studies and information from play companies. Firsthand experience of the subject gained through designing, building and managing natural play areas as well as observations on regular visits to Skelton Grange Environmental Centre (Leeds) and during a field trip to Denmark (2009) will also be used. Aims and Objectives The aim of the study is to identify the principles behind the planning and design of natural play areas, as well as discussing constraints which affect the implementation. Factors that affect the design of natural play areas will be discussed; childhood development, social context, aspects of the site, management and expenditure as well as possible avenues which have not been considered under the Play England initiative. In doing this, it is hoped to determine to what extent ‘natural play environments can be designed and implemented in England. What is ‘natural play? Before discussing the design of ‘natural play schemes it is important to define ‘natural play and how it has evolved. Natural play provides play opportunities in a changing natural landscape. Natural play can enable children to feel more confident in themselves, often revealing their deeper feelings and sharing of their ideas. Natural play has many invaluable qualities that cannot be taught through structured learning activities; the theories of natural play are robustly supported by researchers from varied disciplines including psychology, education, philosophy, anthropology and recreation. [7] The evolution of natural play spaces The essence of childrens play has changed little over the centuries. The links between the play patterns of un-modernised and developed societies have been shown to be very similar. For example ‘!Kung children in the Kalahari desert use an object, in their case the sheath of a banana leaf, to symbolise a baby and these mothering games are similar to those played by children in developed societies who play with dolls. [8] However, adults controlling childrens lives have imposed a series of changing theories as to how they should play. During the age of enlightenment when all sorts of theories were being examined Rousseau (1712-1778), the French philosopher, valued the importance of good experiences to mental development in children. When he heard of children forced to read and not play he wrote â€Å"those who would rob these little innocents of the joys that pass so quickly, he went on to say, ‘We must never forget all this should be play, the easy and voluntarily control of movement which nature demands of them, the art of varying their games to make them pleasanter without the least bit of constraint. To a child of 10 or 12 work or play are all one, with the proviso that the activity of play is ‘with the charm of freedom. [9] The case studies for this essay have been chosen following observations of natural play schemes during 2008 2009. The sites cover the fundamental aspects and current trends of natural play used by after school clubs, Play England, Natural England initiatives, and environmental learning projects. Play pathfinders and play builder explain Skelton Grange Skelton Grange Environment Centre, Leeds is located 5 km from Leeds City Centre (figs.). The site is a gentle sloping 8 Acre site with woodland, open meadows, lawns and riverside walks. The site is located in a large industrial area on the periphery of Leeds City Centre and is leased from the National Grid. The project is an innovative, award winning, environmental education project that aims to bring alive the issues surrounding sustainable development. [15]The project is hoped to help people develop an understanding and appreciation of the environment by educating its visitors on ways to safeguard our future. The scheme funded by BTCV (British Trust for Conservation Volunteers) aims to use the Eco Centre and surrounding landscape to support a wide range of activities working mainly with children, young people and adults on school trips, play schemes, community groups as well as teenage individuals. The site is used for education and training sessions, practical conservation, and BTVC volunteer development. BTCV staff at the centre work with young people and adults, schools, play schemes, community groups and individuals on developing an understanding appreciation of their environment, and their role in safeguarding its future. The children who visit annually are from inner city West Yorkshire primary schools. These children gain many valuable experiences of environmental play which can be absorbed and provide inspiration for similar forms of play at home or school. The most striking issue which was observed on the site was the willingness to the children o learn and play in a rugged natural environment as many of the inner city children have a very limited horizons when it comes to getting out of town. Broom House Farm ‘Adventure trail Broom House Farm ‘Adventure Trail is Located in the Durham countryside approximately 6 miles east of Durham City (figs.). The adventure trail is set on land belonging to a diverse ‘organic farm enterprise. The surrounding landscape has a significant impact on the adventure trail as it is visible from the trail and relates to educational material within the trail. The woodland where the adventure trail is located is predominantly coniferous however there are many mature broadleaved species in the woodland. Most of the coniferous woodland was established over 50 years ago when the land was set aside by the farming tenants after it was open cast for coal. The woodland is very diverse in flora and fauna. The trail is open to the public and has approximately 4,000 public visitors, 60 school parties per annum. These include visits through a recent Natural England initiative (name it) . There are also visitors from institutions for people with special needs. The wood offers a wi de range of natural based learning activities and many outlets for un-structured natural play. The site has been designed to enable a sense of discovery for visiting children, consequently giving a strong bond with the environment. The site is unique in the area and proves very successful with all users, the blend of natural play, education and playing within a woodland environment strongly complement each other. Visitors with special needs gain special interaction with nature when visiting. The bonding with nature is also highly significant for children visiting the site from deprived inner city areas of Newcastle, Gateshead, Sunderland and Durham. During my experience as education/safety officer at Broom House Farm (2008), I supervised and carried out educational activities with the children. This was an important experience for me as over a period of time I was able to observe the children using the natural play setting. During the summer of 2009 I designed and helped build new additions to the adventure trail including a 100m raised board walk and other play zones (figs.). Denmark Junk Playground The play site is located in Fredriksberg, a central district of Copenhagen, Denmark. The site consists of a large clearing in a Beech woodland. The perimeter has mature trees which overhang much of the site. Shrubs have been integrated next to structures built by the children . This unique ‘Junk Playground also caters as an after school club for the adjoining school. The site offers a safe environment for children to be supervised from a distance, allowing them to construct a variety of custom built play equipment from shelters to play structures. This resource is run by adults employed by the council and funding from parents, all staff have a degree in some form of child development or education. The facility is also open at weekends when it is supervised by parents. The site is a huge success and is very popular. The value of this resource to the local community is very high; children are left at the after school club everyday so they have to be very imaginative in the playspace to keep them occupied. The outcome of what the children design and build is usually well implemented. The community involvement of many parents also helps safeguard the success of the site on weekends. The site has an importance policy which allows children to construct play equipment, this is a good example of allowing risk in the play environment. It was interesting to observe the competence of children as they explained what they had built and the construction methods learnt. More importantly the children explained that everyone uses the tools in a responsible manner, consequently there are few injuries. ADD? Children are constantly encouraged to be creative within the education system. Depending on their age many have a drive to create constructions. Through natural play, natural materials can be used to create personal play equipment. This adds a further dimension to the benefits of natural play. When children construct anything they feel more confident of another intuitive childhood process. Within the Danish junk playground, children are issued with and allowed to bring their own construction tools such as hammers, nails, saws and other materials to construct play equipment from the abundance of materials provided. These materials include wood, block paving and other recycled materials. The quality of the constructions made is inspected by adults for strength and any other irregularities. Through this process errors can be corrected and the equipment passed as being safe. The individuals responsible for the construction then shows their play mates and they share their special creations with each other and revise there constructions and equipment with a greater knowledge of construction. The constructions are often nestled and integrated within site, composed of mature trees and shrubs. The success of the natural environment is the popularity of building these structures and games within the greener areas of the site. Fagan refer to sketch book for his opinions and feelings about the thriving site from a childs perspective? Skrammellegepladsen A scheme in place in Fredriksberg, Copenhagen, Denmark were by children build natural play environments adding a different dimension to natural play, combining out of school care and natural play recreation. The results of this scheme is of huge significance to my study and is very popular on the streets of Copenhagen. Parents pick children up from the centre up to as late as 5 o clock. The children are fed with healthy meals which they often cook themselves, children are then free to roam the site playing and constructing play spaces. The children are issued with hammers, nails, wood, hard landscaping materials. The teaching staff all have degrees orientated around primary and youth education. The centre accommodates for ages up to 15 Years of age. There is a strong drive within Play England Guidelines to accommodate teenagers, in particular girls within natural play schemes within Britain. The site in Fritsberg is adjacent to a large inner city school so the visiting children have a quick transition between the two spaces. This could be more common as schools both within the inner cities and rural areas have a wider perimeter to their site with scope to expand, typically a site composed of wasteland grasslands, gravel, mud and pockets of trees with huge potential for transformation to create natural play spaces to socialise and spend countless hours in order to develop. The possibility for making the most of school yard sites would be of double affect as playground play is one few occasions children get to play in a safe environment. If developed playgrounds were open to the community more and not as segregated. As much of the school site in un used within the school timetable with limited Sport, Outdoor play and education it would make sense to make more use of these spaces as natural play sites. One of the biggest bonuss to the scheme adjacent to the school in Fritsberg is the lack of Adult intervention. The children when playing are left outside to their o wn devices yet could seek help, if needed from staff who located themselves near to the building entrance. Newcastle play sites Location Distance from city etc / Add type of landscape, fields, water, woodland and surrounding area flat, hills etc? These play sites have been identified by the council to be improved, using funding from Play England. These playgrounds up graded from a play pathfinder to play builder, Some of these sites have been completed ADD Observations not mentioned in table. How children use it. What you thought was good about it. The activities carried out in these environments have many benefits enhancing childrens ability to recognise and appreciate the natural play environment. Sketches of the natural settings within these sites have been included. The natural qualities deployed create stimulating surroundings with opportunities for more imaginative play and wonder. Adults may view nature as a surrounding for the childs activities. However children seem to view a natural play space as a sensory experience and a place where they can interact within a fantastical environment. Children develop their imagination continually through everyday experiences, which is essential in the childs development as a well rounded individual within society. Why is natural play important today? Natural play environments offer a diversity of natural landscape experiences such as trees, vegetation, wildlife, plants, shaded areas, shelter, water, rivers and hiding spaces create a timeless naturalistic landscape. Children using natural play environments can become thoroughly engaged with nature. [16] The wide variations of the natural elements to play schemes can trigger unique spontaneity, for example playing with living creatures such as insects, building dens with natural materials or setting physical challenges within the environment such as climbing trees. [17] Children seem to have a natural affinity with nature and love for the natural outdoors but today opportunites for this can be limited. Natural England carried out a survey in 2009 which identified that less than 10% of children have the opportunity to play in woodland settings, the countryside or parks. The research also discovered that only 24% of children visit a natural environment once a week in comparison to 53 % of adults who did so in their childhood. [18] The benefits to children from playing in natural play environments A recent lecture by Paul Walker the Director of Timbercare (designers and builders of natural play landscapes, mainly manufacturing wooden play units) highlighted his personal opinions of many elements of natural play. He concluded his speech by saying that ironically the investment within the surrounding landscape of a play area was more valuable to children than a collection of individual equipment which the company specialises in providing. [19] Walker felt strongly about his childhood experiences of natural play, he told many stories of his freedom one of which was how by the age of 11 he had a 6 Mile radius to roam within central Sheffield. The complexity of his different play spaces were therefore hugely diverse including post industrial landscapes, derelict buildings, woodland areas, canals and streets. Walkers primary concern for his industry today is the necessity for low risk in play. Although safety standards now take a more balanced approach he felt they could go further. [20] He felt his childhood experiences of natural based play had a variety of different elements of danger and risk taking, making children of that era much more adventurous and evolving life skills in the changing environment around Sheffield. Another professional who believes that children should have similar opportunities to Paul Walker is an American journalist Richard Louv whose revolutionary phrase ‘Saving Our Children from Nature Deficit Disorder sums up the restrictions facing the majority of children in modernised society. The quote below illustrates trends in child play. ‘ONE EVENING WHEN (sic) my boys were younger, Mathew, then ten, looked at me from across a restaurant table and said quite seriously, â€Å"Dad, how come it was more fun when you were a kid?†. Within the space of a few decades, the way children understand and experience nature has changed radically. The polarity of the relationship had been reversed. Today, kids are aware of the global threats to the environment but their physical contact, their intimacy with nature, is fading. Thats the exact opposite of how it was when I was a child. [21] Louv feels that our affinity to nature is innate and in jeopardy across the modernised world. Quoting Sobel he discusses the changes which have occurred in the experience of obtaining food suggesting that food has become almost abstract now being a product in a supermarket which has little connection with the field or farm it came from. Children are now having to learn where food comes from through schemes such as Natural Englands ‘Learning Outside initiative.[22], [23] School trips to farms in England are limited as they take up considerable financial and staffing resources and often only occur once a year as seen at Broom House Adventure Trail. [24] Urban living can be an experience which is disconnected from nature and can create â€Å"ecophobia† a term which Sobel devised to explain a fear that nature can be physically dirty and dangerous. While working at Broom House Adventure Trail it was apparent from children and teachers that children were warned not to get dirty and were wearing expensive designer clothing. This made a barrier to the children fully experiencing natural play and it would be beneficial to the children if teachers made it clear to parents that there would be a strong possibility of clothes getting dirty and damaged. Some of the children also seemed initially hesitant and detached from the natural environment. [25] Benefits to Childrens Health from Natural Play Watching children using the play sites described in this study it is obvious they expend a great deal of energy and burn many calories. Not all children prefer sport and some do not like organised activities, but all children want to play. Natural play offers less structured opportunities for refining skills such as balance, endurance and confidence and provides a valuable solution for steering children away from childhood obesity. Many children are at risk from health problems caused by their life styles which include poor diet and lack of exercise. In 2009 it was reported that ‘25% of boys and 33% of girls between two and 19 are overweight. [26] It was noted in this survey that â€Å"parents are getting so used to seeing overweight kids, they do not recognise their own children are obese†. These problems cost the National Health over  £2 billion annually. County Durham is one of the worst areas in England for childhood obesity. [27] At Broom House Farm Adventure Trail it was noted that the obese children had less self confidence, were more negative in their approach to playing on the equipment and were teased by classmates. Benefits to Childrens Mental Health from Natural Play The BMJ group estimate that 2 children in every class of 30 schoolchildren will have ADHD. [28] There is a strong belief that children with behaviour and learning difficulties, such as ADHD, are thought to be deprived from the experience of natural play. [29] Louv reports that parents of children with these problems are being taken to natural play environments in order for them to experience situations which require intense concentration, the children are compelled to observe what is around them and become part of the environment rather than separate from it. [30] Children with special needs at Broom House Adventure Trail were seen to greatly enjoy the sensory experience of being close to vegetation, running around and watching others playing on equipment. The carers commented that the escapism of being in such a calming atmosphere was beneficial to their state of mind and they would appreciate access to such a facility more often. One respite care home arranged for their children to attend the adventure trail weekly in conjunction with their other activities. Benefits to Children from interaction with playmates Today many children in England lead less active lives as they are able to watch non-stop television or play indoors on computer games. This decreases the amount of interaction they have with parents, siblings and friends. Curry and Arnaud noted that ‘By the age of four and five children are extremely sensitive to each other and acutely tuned to what interests, pleases or provokes another child. [31] Decreased opportunities to interact through observation, collaboration and discussion during play can have a damaging effect on the confidence of a child and their ability to interact in play environments and in their future lives. Playing with others give children the chance to learn about equality and become integrated within wider cultures. During a consultation process at Kippax Ash Tree Primary School the children discussed their visit to Skelton Grange where they worked together making a shelter and a ‘pebble island to simulate an imaginary civilisation in the woodland. The idea of the project was to encourage the children to integrate through constructive play and say how they would survive on the island. The outcome was a number of sustainable solutions which they had learnt about during the course of the day. Opportunities to develop self reliance Natural play environments develop a childs independence and self sufficiency. When a child enters a natural play environments they can develop a distance from their carers or parents either individually or with other children exploring. This opportunity for play can be achieved in any outdoor space, however in a natural play environment it is enhanced by the magical natural surroundings. This process is important to children who live in confined conditions and are restricted from access to natural play by the location of their accommodation and poverty. White and Stoecklin state ‘While the development of greater independence from toddlerhood to middle childhood can happen within the confines of indoor spaces, safe space outdoors greatly adds to the ability of children to naturally experiment with independence and separation, and the adults willingness to trust the childs competence which is essential for separation to happen. [32] When children accompanied by parents played in the woodland at Broom House they were often heavily restricted by parents who would not allow them to explore the zoned play spaces alone. This was seen on many occasions and created a barrier to the full potential of the natural play experience for their children. It was interesting to note that although school children stayed within their small teaching groups and despite not being in the comfort of their friendship groups, they were sufficiently stimulated to play together. It was also interesting to observe that the children moved quickly from the natural based play equipment to evolve new imaginative games, making maximum use of the woodland. It was also observed that the paths were used as catalyst for exploring the site within a time limit. [33] Opportunities for exposure to nature Our interactions with nature can be hugely diverse depending upon the environment which a child lives in or is exposed to. The experience of different materials, changing seasons and making connections to nature are important components in natural play. [34] The provision of living material in natural play landscapes incorporates the underlying processes of nature and therefore gives a strong understanding of nature gained through physical interaction and watching seasonal changes in the landscape. ‘Plants and vegetation as a medium within play spaces develop interactive skills. Plants stimulate discovery, dramatic pretend play, and imagination. Plants speak to all of the senses, so its not surprising that children are closely attuned to environments with vegetation. Plants, in a pleasant environment with a mix of sun, shade, colour, texture, fragrance, and softness of enclosure also encourage a sense of peacefulness†[35]. When children experience nature, it can be in a v ariety of sensory experiences its value is precious and can be remembered for a long time. Children appreciate the natural layers of the earth no matter how small the play space. Moore recorded a conversation with girls about playing in sand ‘We make streams in the sand when it rains and comes down the hill the girls said. The got down on their hands and knees and embarked on a sequence of sand play. Within a few moments they had laid out a network of â€Å"roads† running around the humpy surface of the fine, hard-packed, sandy soil. Other infrastructure such as houses and an imaginary manor house was also built. [36] * Water play The outdoor environment provides a variety of contrasting surfaces with different textures and play qualities. Recent heavy snowfall in England (2009) triggered instinctive responses to an element which acted as a catalyst for all ages to enjoy excitement and freedom without hesitation or social barriers. Natural materials are used to enhance environmental play for deprived inner city schools of Leeds such as Skelton Grange Environmental Centre in Leeds (West Yorkshire). One of the many natural based activities completed by school visitors is to construct components of the imaginary settlement described above using, sand, soil, water, twigs and leaves. This exercise although educational connects the children with natural materials. Design Design of Natural play environments can produce a range of natural play experiences rather than a single type as per traditional equipped play area†¦ DISCUSS HOW How can a landscape architect in the UK create ‘natural play environments? The previous section outlined an understanding of what natural play is, case studies and the benefits of designing natural play areas. Play England have given landscape architects the opportunity to design natural play areas in many parts of England what considerations need to be taken into account when designing them? New Initiatives of Play England between the years 2006 2009 Play England began working for the childrens play programme in 2006 and 2007, with funding gained from ‘The Big Lottery fund. The recent Play England guidelines show the design principles of Play England. Play England has produced many documents summarising the commitments announced for the Play Strategy of England. The two most relevant one to this study include the ‘Play Strategy and ‘Design for Play. [37] ‘Weve recently moved over to assessing the tenders on play value much more and this has forced the quality standards up, with suppliers now trying to outdo each other for natural play as well as good design and sheer quantity of features †¦ we score each activity and feature for points and use this information to guide us in consideration of the tenders. In the end though it still comes down to us trying to decide which will offer the best play opportunities for the next 15 years or more. Play England have worked in tune with a range of professionals to ensure the best possible guidelines for Landscape Architects to work towards during implementation of the national Play Strategy in their work. Play England is supporting local authority Playbuilders and Play Pathfinders (focusing on 8-13 yrs olds). Their purpose is to deliver the governments  £235m investment in play and natural play in order to create innovative and adventurous play spaces across the UK. This level of investment has not been made before in England. The Play Pathfinder scheme is intended to provide free play opportunities for children and young people in the country over the next 10 years. The Government announced in April 2009 that the overall success of the schemes would be reviewed by children in their local areas. A conference is planned in March 2010 and will explore the future and momentum of the campaign after the last four years. Play England Guidelines Since 2006 Landscape Architects have been required by Play England to adopt design principles which take into consideration the summarised guidelines below for new and refurbished natural play schemes (please see appendix 1 for Play England Design Principles in full); [38] Enhancing the site. Site analysis work ensuring the spirit of the chosen site is enhanced, complementing attractive parts of the site and enhancing poorer environments. Using the best location. A balance in defining the exact location of the proposed park, between safety of the child user and seclusion. Enhancing natural features of the site as well as adding new features./Adding a variety of new soft landscape material and natural landscape features in urban and rural play sites. Providing opportunities for diverse play./This includes accommodating natural play for all age ranges including devising social spaces for parents and carers onsite. Provide the opportunity for children of all abilities and needs to mix./ There should be no barriers for people with special needs which may include carers or parents. Encourage community participation in the design process./ The design required has to work for the community and captivate preferences of the neighbours of the site. Ensure the play space can be used by all ages./ The play site must incorporate many aspects of risk for its users to develop an understanding of risk. Design to develop childrens experiences of taking r

Mikhail Bulgakov’s novel The Master and Margarita Essay -- Literary A

The vast interpretations and multiple meanings that lie within Mikhail Bulgakov’s novel The Master and Margarita cannot be limited or reduced to just a singular point or explanation. It would be ludicrous for one to simply classify Bulgakov’s work as just a religious, ethical, social or political tract because the enforcement of only one of these points of view would hinder the reader’s insight into the depth of the entire novel. However, it is possible to be able to grasp the many themes and meanings of The Master and Margarita by the examination of one of the novel’s central characters, this character is found in both narratives of the novel and his name is Woland or, as he is also known, the devil. Woland is the most important character in the novel because he entices the people of Moscow, whether they want to or not and whether they are conscious of it or not, to rebel against the order of which they are accustomed too and to gain a new found sense of liberation. Colin Wright, in his work Mikhail Bulgakov: Life and Interpretations, writes, â€Å"And here we find the key to the whole book for, as we have seen, it is the individual non-conformists who are Bulgakov’s heroes, those who rebel – whether against God or man† (270). It is understandable that Bulgakov, having written this work in an oppressive surrounding that limited what he could and could not write, creates a hero who is in fact a rebel and other characters that are rebellious against those who stifle artistic freedom. In Vladimir Tumanov’s essay, Diabolus ex Machina: Bulgakov’s Modernist Devil, the author writes, â€Å"In this respect the modernist qualities of Bulgakov’s novel acquire a new dimension because Master i Margarita becomes a kind of artistic devil, fulfilli... ...ivision of humanity into good and evil is no longer useful and the transcendence of the need for retribution is the goal† (362). With Woland, Bulgakov sends the message that humanity falls into a grey area and that one needs to show compassion to their fellow human beings instead of always seeking vengeance. Works Cited Bulgakov, Mikhail. The Master and Margarita. London: Picador, 1997. Franklin, Simon. Introduction. The Master and Margarita. By Mikhail Bulgakov. 1992. Great Britain: Everyman’s Library, 1992. Proffer, Ellendea. Bulgakov the Magician. Afterward. The Master and Margarita. By Mikhail Bulgakov. 1995. London: Picador, 1997. Tumanov, Vladimir. Diabolus ex Machina: Bulgakov’s Modernist Devil. Vol. 35. Scando- Slavica, 1989. Wright, Colin. Mikhail Bulgakov: Life and Interpretations. Canada: University of Toronto Press, 1978.

Differentiation: What is it? Essay -- essays papers

Differentiation: What is it? Today in education different abilities are being acknowledged on a regular basis. So a common description being used for the â€Å"perfect† classroom which accounts for the variety of instruction and activities is a differentiated classroom. This phrase is thrown around and many teachers may not understand how a differentiated classroom works. â€Å"In a differentiated classroom, the teacher assumes that learners have differing needs. Therefore the teacher proactively plans a variety of ways to ‘get at’ and express learning† (Tomlinson, 2001, p. 3). Planning for a variety of teaching strategies does not mean giving more work to the smart children. Instead the teacher must assess who understands the material, who is struggling, who needs to be challenged and decide what or how to teach the students from there (Tomlinson, 2001). Differentiation should occur naturally and involve individual, class and group work to allow for the differences in all students and all subjects of study (Tomlinson, 2001). Probably the most important aspect of differentiation is the idea of challenging all learners at their level instead of giving extra work to those students whom learn the concepts quickly. Differentiation in Classrooms A struggle for many teachers could be the idea of implementing differentiation in their classrooms. Making twenty-four lesson plans for the twenty-four children in a class is not practical or appropriate. Children should all be learning the same basic ideas in differentiated lessons but how much as well as how a child learns is what will vary (Tomlinson, 2001). Tomlinson describes three major ways in which the content that children are learning can be differentiated: readiness, inte... ...cle describes how teachers normal integrate differentiation into a classroom. Smith, M. K., (2002). Howard Gardner, multiple intelligences and education. Retrieved February 10, 2005, from http://www.infed.org/thinkers/gardner.htm. This article describes Howard Gardner’s developed his ideas about multiple intelligences. Theroux, P., (2004, June 20). Differentiated instruction. Retrieved April 20, 2005, from http://members.shaw.ca/priscillatheroux/differentiating.html. This article is written by a teacher and describes ways in which differentiated instruction can be implemented. Academically Gifted (2005). Retrieved April 27, 2005 from EBSCO/ERIC The website provided definitions for words from a thersaurus. Special Needs Students. (2005). Retrieved April 27, 2005 from EBSCO/ERIC The website provided definitions for words from a thesaurus.

Customer-Based Brand Equity Model Essay

CBBE act as a bridge to add value on a product endowed to a product as a result of past investments in the marketing of a brand. It is also provide provides direction and focus to future marketing activities. CBBE model designed to assist management in brand building efforts. According to the model, building a strong brand involves four steps: establish brand identity, create brand meaning, positive, eliciting accessible brand responses, and building brand relationship. In order to achieve these four steps, there are six brand building blocks which involves brand salience, brand performance, brand imagery, brand judgments, brand feelings and brand resonance Brand Identity Brand Salience means awareness and it’s related to achieve right brand identity. Brand awareness refers to customers’ ability to recall and recognize a brand also involves linking the brand of brand name, logo, and symbol and so on to certain associations in memory. First, salience influences the formation and strength of brand associations that make up the brand image and gives the brand meaning. Secondly, creating high level of brand salience in terms of category identification and needs satisfied is of critical importance during possible purchase or consumption opportunities. Third, when customers have low involvement with a product category, they may make choices based on brand salience alone. Brand identity can be differentiating by two dimensions which are depth and breadth. Depth of brand awareness refers to how easily customers can recall or recognize the brand. Breadth of brand awareness refers to the range of purchase and consumption situations in which the brand comes to mind. Brand Meaning Creating brand meaning involves establishing brand image. It comes into consumer mind what’s the characters of your product. Brand performance is the primary influence of what consumer experience with the brand and what they heard about it. Brand Imagery deals with extrinsic properties of the product or service. Is it how people think about a brand abstractly rather than what they think the brand actually does. Thus, imagery refers of more intangible aspects of the brand. Brand meaning can be characterized according three dimensions which are Strength, Favorability and uniqueness. The question needs to be answers are How strongly the brand identified with a brand association? How important or valuable is the brand association to customers and How distinctively is the brand identified with the brand association? Brand Response Brand response simply to say how customers respond towards the brand that is what customers think or feel about the brand. It can be distinguish by judgments and feeling of customers. In another word to said whether they arise from the â€Å"head† or form the â€Å"heart†. Brand judgments refers to customers arise from their â€Å"head† where personal opinions and evaluate the brand. By creating a strong brand, there are four judgments that concerned by customers. Including brand quality affect of value and satisfaction, brand credibility is extension of quality where they expect the brand organization are expertise, trustworthiness and likability, brand consideration depends on customers considered whether the brand possible purchase or usage, and brand superiority is customers want to know is the brand offers advantage than others brands do not? Brand feelings refers to customers arise from the â€Å"heart† while these customer are more emotional response to the brand. Feelings can be unimportant or intense, positive or negative in nature. Warmth, fun, excitement, security, social approval and self-respect are critical to build brand feelings. Brand Relationship The final step of the model is brand relationship, focuses on last relationship and level of identification that the customer has with the brand. Brand resonance refers to relationship that customers have with brand and extent that they feel they are in synch with the brand. brand resonance can be classified into four categories, behavioral loyalty, attitudinal attachment, sense of community and active engagement. While brand relationship can be characterized in two dimensions which are intensity and activity. Intensity refers to strength of the attitudinal attachment and sense of community. Question like how deeply felt is the loyalty? to be answer. Activity refers to how frequent is the consumer buy and use the brand or either in others activities that not related to purchasing and consumption. In short, Apple, Toyota these brands are well in building brand with high resonance. Brand Asset Valuator (BAV) How do you manage what you can’t measure? What value are investments that are not linked to returns? All these are the most hard challenges facing by brand management. Brand value is an intangible value. BAV is define as a brand and precisely measuring it in a way that is linked to financial performance, marketers can gain an edge in making more intelligent brand decisions. Combination Model CBBE Model is all about how and why build brand equity to be strong and known by outsiders, customers and employees. Brand Asset Valuator is to help business executives, investors and marketers’ access and drive strategic direction and intangible value of brands. BVA model instead of added value towards the brand yet help in product as well. Therefore, brand vitality is an important role in future growth while brand stature subsequently forms power of the brand at the given moment. There are four variables, differentiation, relevance, esteem and knowledge, building block that can combined with CBBE model.

Mydin Hypermarket Essay

How MYDIN grew from a small grocery shop till a Multi-Billion Ringgit Retail Chain MYDIN business activity is in retailing and wholesaling. The products range from food line, household, soft-lines and hard-lines items. Hard-line products include hardware, electrical, stationery, porcelain and toys. Whilst soft-line comprises of textiles and fabrics products. Food line includes confectionery, drinks and beverages, delicatessen and dairy products. In their early years of operations, MYDIN’s focus has always been in the non-food sector until they bought over the first supermarket in Selayang in 1997. Each of the branches has their own business category, based on the capacity of goods traded. The category comprises hypermarket, emporium, minimarket, convenience shop, franchise store and bazaar. Currently, MYDIN operates more than 90 outlets nationwide inclusive of 16 hypermarkets, 16 emporiums, 3 bazaars, 48 minimarkets (MyMydin), 8 convenience shops (MyMart) and 6 franchise outlets (Mydin Mart). Each of the hypermarkets is located in MYDIN Mall. Above all, MYDIN operates its business based on ‘Halal’ concepts and stresses on honesty, sincerity and good discipline in all aspects of its business. Company Vision MYDIN is the world’s leading distributor of competitive â€Å"Halal† goods and services Company Mission We aim to be the leading wholesale and retail company by providing the best value, wide assortment of goods and continuous excellence based on our business formula Source: http://www.mydin.com.my/mydin/about-mydin