ECONOMICS Essay Example | Topics and Well Written Essays - 1500 words

Financial aspects - Essay Example The recouping indications of the world economy because of good execution by the policymakers prompted the fall of gold costs as the interest for gold fell because of better yield on interest in different class of benefits. Gold, Long a Secure Investment, Loses Its Luster: Background review During the time of monetary downturn, the costs of gold took off and turned into the looked for after speculation for the financial specialists. The ascent in the costs of gold implied that the world economy was not performing great. Because of the monetary downturn and the worldwide money related emergency from 2008 to 2011, the gold costs arrived at its most noteworthy top in 2011. This could be seen from the maker value record as given underneath. Because of the emergency in the economy, the absolute factor profitability of the countries was hit and the elements of creation were influenced because of the downturn of the economies. The emergency in the economy offered ascend to a circumstance of liquidity emergency. The fall in pay levels of the individuals prompted the fall in utilization request in the economy. Because of this, the efficiency of the business houses and modern bodies fell. The fall in income and gainfulness prompted the disintegration of abundance of the investors and market speculators. Alongside this the disintegration of certainty of the financial specialists on the stock execution of the organizations prompted the fall of valuation of the organizations and market lists. As a trade for the interest in securities exchanges, the financial specialists trusted on the interest in gold markets (McGuire, 2010, p.37)1. The interest in gold was viewed as worthwhile as costs of gold expanded on the rear of popularity for gold. An interest in gold offered more significant yields on venture and there was no disintegration of riches from the measure of speculation. Aside from that gold could be sold anytime of time and was considered as attractive venture. The nearn ess of huge number of purchasers allowed the chance to change it into money anytime of time. Every one of these components prompted the ascent in the costs of gold. Interest in gold was esteemed to be a venture that would in which the profits got could never be brought down (Northcott, 2010, p.46)2. The spray in he gold costs throughout the most recent couple of years fuelled by feeble financial conditions has been spoken to underneath. Request and Supply Analysis The change in the cost of gold could be clarified from the interest gracefully bend for gold as given underneath. As the interest for gold rose in a more fragile financial condition, the interest bend moved from position 1 to 2 portrayed by the red line. Therefore, so as to keep up a place of balance with the flexibly, the costs of gold rose from P1 to P2. The converse is additionally valid at fall in costs for gold because of fall sought after. Gold looses its gloss: Rational behind dive in gold costs The sudden dive in t he costs of gold as of late has happened as aftereffect of recuperation in the exhibition of the economies everywhere throughout the world. The right techniques received by the policymakers so as to keep up a legitimate parity of flexibly and request in the economy, controlling expansion through suitable loan fees, financial and fiscal approaches have prompted pivot of the economies of the world. The monetary changes and recuperation from the financial downturn prompted improvement in the performanc

Hamlet Fortinbras Death

Hamlet Fortinbras Death Hamlet Analysis Villages Last Soliloquy â€Å"Sith I have cause, and will, and quality, and means/To dot† (IV. iv. 46-47). Hamlet, by William Shakespeare is a lamentable account sonnet that recounts to the narrative of a ruler named Hamlet, whose father was killed by his uncle. Avenging his dads demise and concluding whether to slaughter his Uncle Claudius turns into a psychological battle for Hamlet all through the account. There are various characters in the play that Hamlet cooperates with, yet the appropriate responses Hamlet needs wind up originating from inside him. Shakespeare utilizes speeches to show a characters contemplations by talking them resoundingly, as the character strolls alone in the scene. Villages last discourse in Act IV, Scene IV shows a sensational change of his character. He starts as a weakling, persistently delaying the homicide of his uncle. After his change, he chooses to be consistent with himself and complete what he planned from the earliest starting point and the demise of Claudius gets inescapable. Scene IV starts at the shore of Denmark with the character Fortinbras, who is the sovereign of Norway and old buddy of Hamlets. Fortinbrass armed force is getting ready for a walk on the realm of the Danish lord as he recently guaranteed would happen. Hamlet gains from the chief of Fortinbrass boat that Fortinbras is getting ready to take part in war with the goal that the degree of Norways land can be acquired. Hamlet appreciates and regards Fortinbras for his capacity to make a move when Fortinbras guarantees he will: Witness this military of such mass and charge, Driven by a sensitive and delicate ruler, Whose soul with divine aspiration puffed Makes mouths at the imperceptible occasion, Uncovering what is mortal and uncertain To such fortune, demise and risk dare, In any event, for an eggshell (IV. iv. 48-54). At the point when Hamlet states how he appreciates Fortinbras, he brings up how young and prevalent Fortinbrass characteristics are by calling him â€Å"delicate and tender.† Hamlet calls attention to Fortinbrass fortitude by saying he makes mean countenances (â€Å"makes mouths†) at what lies ahead. This is to be held in high respect in Hamlets eyes since what lies ahead is never truly known and destined to be dreaded. Hamlet respects that regardless of what fortune, peril, and demise could do to Fortinbras and his military, they despite everything walk on. The profound respect in Hamlets tone and words for Fortinbras motivates him to be the fearless ruler that Hamlet wants to be. The impression given in the content is that Hamlet hears his own words for Fortinbras and needs that regard and respect for his own name. Hamlet starts to contrast himself with Fortinbras. It is inferred that Hamlet understands his shortcomings by contrasting himself with the respectable Fortinbras. Hamlet wants Fortinbrass capacity to control his military and his state. The story shows Hamlets powerlessness to control himself, or his own activities so utilizing Fortinbras as a model is the thing that will wind up pushing Hamlet to turn into the fair man he wishes to be. â€Å"Rightly to be incredible/Is not to mix without extraordinary contention,/But significantly to discover squabble in a straw/When respects at the stake† (IV. iv. 54-57). He is suggesting here, as Fortinbras would concur, typically evident enormity doesn't mean racing into a fight over something immaterial; in any case, while guarding ones respect, in any event, something that appears to be minor merits move to be made right away. From the content, the impression given portrays how Hamlet is being addressed when he realizes his dad was killed by his uncle and presently can't seem to take care of business. Here, apparently a change is coming over Hamlet. He is no more bantering in his brain whether Claudius ought to be murdered, however acknowledging what he should do so as to secure his own respect and that of his dads. He proceeds here with â€Å"How stand I, at that point,/That have a dad murdered, a mother recolored,/Excitements of my explanation and my blood,† (IV, iv. 57-59). Hamlet presently realizes that he has been living with this disgrace of realizing his dad was executed by his own blood and questions himself as though to state â€Å"How am I remaining here carrying on with my life comprehending what has happened?† â€Å"O, from this time forward/My musings be bleeding or be nothing worth!† (IV, iv. 66-67). This is the essential purpose of the play. It as though a revelation at long last comes over Hamlet and the entirety of his weakness and re-thinking himself is finished. Hamlet is presently prepared and courageous enough to do what he has been decided to do from the start. Not at all like the well known, â€Å"To be or not to be†¦Ã¢â‚¬  speech, Hamlet is done dreading the results of his future activities. Prior to his last monologue, Hamlet could be depicted as temperate and loaded with respectability, yet he was as yet a defeatist. Hamlet never finished the homicide of his uncle. He would even attempt to rationalize his activities. At the point when Claudius was supplicating and conversing with God, Hamlet utilized his being â€Å"holy† right now not to slaughter him. Hamlet was continually putting off his uncles demise. Hamlet turned out to be logically increasingly confounded and the battle between his contemplations and the outcomes appeared to get worseâ€until the motivation of Fortinbras and his great excellencies and authority abilities helped Hamlet to see obviously what should have been finished. Toward the finish of the account, practically every character kicks the bucket, including Hamlet. His passing can't be taken a gander at as courageous nor would it be able to be taken a gander at as disgraceful. He retaliated for his dads passing. That was a significant part of the focal point of Hamlet and he prevailing with regards to doing as such. Fortinbras had an enormous impact on Hamlets rationale and helped him to get his vengeance. Villages last discourse in Act IV, Scene IV shows the transformation Hamlet expected to attract the fortitude to execute the ruler. Shakespeare achieves a sensational change of character and uses it to pass on regardless of how extraordinary the change is, it can even now end in catastrophe.

Burnout (and what to do about it)

Burnout (and what to do about it) Burn-out is a syndrome conceptualized as resulting from chronic workplace stress that has not been successfully managed. It is characterized by three dimensions: a) feelings of energy depletion or exhaustion; b) increased mental distance from one’s job, or feelings of negativism or cynicism related to ones job; and c) reduced professional efficacy. Burn-out refers specifically to phenomena in the occupational context and should not be applied to describe experiences in other areas of life.” 11th Revision of the International Classification of Diseases (WHO 2019) Ive been a bit absent from the blogs lately. Its not from a lack of ideas of things to blog about: my blog backlog in Trello is stacked deep with important things to write about. And, with the summer, I have more time: not spare  time, but  enough  time that I should, in principle, be able to post more without working  over  time. The problem seems to be a lack of executive functioning: a (relative) inability to follow-through on the idea, i.e. to do what Im doing right now,01 So how am I able to write this blog post, the one youre reading at the moment? It appears that blogging about not being able to blog somehow sidesteps the paralytic loop. Im not sure how that works, but Im just grateful its working. which is just open WordPress and write. If you read my blog on decision fatigue last November, you know that my metacognitive battery has been depleted for several months. Theres a lot of reasons, professional and personal, why thats been the case. At this point, Ive been able to recognize my symptoms as consistent with a mild case of burnout, felt most acutely along the definitional dimensions of a) and c) above. This isnt the first time Ive felt burned out in a (metaphorically) clinical way, so its easier to tell whats happening and know what I need to do (and what I need to stop doing, which Ill get to in a bit). One thing Ive learned about burnout is that its as much emotionally challenging as anything else. Like many of my colleagues, and like many students/faculty/staff at MIT, I take pride in my own high capacity and drive for work. Being able to work hard, at a high volume, over sustained periods of time, is part of my identity; admitting, even to myself,02 Fortunately, the general degradation of my metacognitive skills includes the prudence to not admit to this publicly, to your benefit, dear reader. that there is a limit to that is rough. But its also important. In my decision fatigue post, I wrote: The thing is, it’s usually easier to tell when your body is injured or exhausted, because it  hurts  and it can’t do things it usually can. When I went to the gym this morning and couldn’t finish my warmups because I was so physically tired from the last week, that was a sign that I shouldn’t do any more deadlifts, because my body was too tired to do them safely or well. After some  difficulty with overtraining, I’ve learned to become better at listening to my body; I’m trying to become better about listening to my brain when it, too, hurts or can’t do things it usually can. When Im burned out, what it sounds like to my brain and my body is that I have a hard time getting started on work-related[/note] tasks, projects, initiatives,03 And, if its really bad, non-work-related, which sometimes happens too. even those that I genuinely am excited about and interested in. Everyone has problems with the drudgery of work, but burnout, for me, is when there are things you really  want  to do but cant  bring  yourself to begin. Again, not because you dont have the time, but because, as my grandpa likes to say, your get-up-and-go has got-up-and-went. The last time I felt like this was summer 2017. I had been working too hard for too long, drinking too much caffeine for too long, and had a nasty, weeks-long mystery-bout of heartburn-style symptoms that had left me underslept and underfed. So, at the relative last-minute, I took 8 days off and flew west, traveling without my laptop for maybe the first time in my working life. I landed in Utah, drove through Idaho into Wyoming and Yellowstone, then up to Montana to visit Ceri, back to Idaho to see the eclipse, out to Glacier for a day hike, out to Manson, WA to visit my friend Kate, then down to Portland to see my old roommate and fly home. As I write it, it sounds exhausting, but it was one of the most restful experiences of my life because I didnt do  any  work. I brought a bunch of books and didnt drink any caffeine. I spent every day basically trying to bore myself silly: I would get up and read until I was bored of reading, then wander around aimlessly, maybe practice spinning with my LED dragon staff. The eclipse and the hiking and the visits were basically spur-of-the-moment: little jagged edges of my executive functioning reasserting itself as an active force in my life; an ability to initiate things waking up from a deep coma. Basically, turning the router off and on again, but for my ability to do things. My goal over the next few weeks is to do that again. Right now, Im at nerd camp, which isnt exactly restful (and Im still working remotely, this blog post included), but is re-centering, and a good change of activity. Next week, Ill try to take a good solid week of hard vacation. Later in July, Ill replicate that pattern, with a week at IMO, and then some time in Europe and back home where my goal will be to become as bored as possible to restore my battery to full capacity. One reason Im blogging this, beyond just the desire to blog something,  anything,  after what feels like a long time away, is I hope to illustrate and validate what some of you reading this may be feeling without the same words or framework for understanding it. Last night, I was talking with one of the junior counselors at my nerd camp, who just finished her freshman year at Taco Bell Architecture University in Palo Alto. She was describing a very similar set of symptoms: the same intellectual curiosity and excitement theyd always had, but a decreased ability to follow through. We talked a lot about my own experience with burnout and the ways her symptoms were similar or different from my own. I cant emphasize this enough:  you are not a brain in a vat put on the earth to do math at things in economically productive ways. That may be one of the things you choose to do with your time, and if you do, then go for it! But dont forget to take the time you need to rest and recover, both for your own future productivity (as in the case of a narrow professional condition like burnout), and, more importantly, for the rest of your life. Thats it. Thats the blog post. Heres a double rainbow: So how am I able to write this blog post, the one you're reading at the moment? It appears that blogging about not being able to blog somehow sidesteps the paralytic loop. I'm not sure how that works, but I'm just grateful it's working. back to text ? Fortunately, the general degradation of my metacognitive skills includes the prudence to not admit to this publicly, to your benefit, dear reader. back to text ? And, if it's really bad, non-work-related, which sometimes happens too. back to text ?

Health Consciousness Among Urban Population - 4315 Words

Market Research Project Report On: â€Å"Health Consciousness Among Urban Population† EXECUTIVE SUMMARY Our health is one of our most important asset and without health nothing else that we do would matter. Health consciousness is not just about watching out our weight but also being healthy by way of eating healthy foods and exercising to avoid illness and lead a joyful and stressful life. This project tries to understand if people today are really health conscious, whether they realize the importance of health eating and exercising. Also the project focuses on which physical activities do people prefer the most, if people have knowledge of â€Å"a balanced diet regime†, and what is their daily routine of physical activity. The†¦show more content†¦It is therefore important that when exercising, the effort must exceed that of one’s’ normal daily activities. Why the decrease in physical activity? Many people are not getting enough exercise for a variety of reasons. Not everyone knows how much exercise is enough for a start, and so they may think that theyve done enough because they go for a long walk a couple of times a week. Other people have a better idea of what they should be doing to keep fit, but just cannot find the time. It is particularly difficult for those who work full-time and have other commitments, such as family, which demand much of their time. Then, there are those who simply cannot be bothered to exercise. They could probably find the time if they wanted, but they dont want to, and so they dont. In the past, it seems that people were more active than they are today. The types of jobs that people did were different, often being more physically demanding. Plus, fewer people owned cars and so they had to either walk or cycle everywhere. Exercise was something people did without necessarily having to think about it. They just got out on their bike or walked, whereas now exercise is viewed as somewhat of an inconvenience that you have to get dressed up for and take time out of your day to do. That is why so many people join a gym – because they think joining it will give themShow MoreRelatedRunning Head : Greening Of Cities Are Amazing And Wonderful Place For People1716 Words   |  7 PagesCity Cities are amazing and wonderful place for people. More than half the world’s people live, work, rest and play in urban communities, and it is estimated that by the year 2030, three out of five people will call a city home. 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However, Bangladesh is one of theRead MoreCommunity As A Social Environment1624 Words   |  7 Pages Community as an Actor in Public Health In recent times, the nature of the community has been distorted and this caused a variety of social problems emerge in the society. Industrialization, urbanization, migration and individualistic thinking have played a major role in disorganizing community sense in people. In urban society, the basic features of the community have been displaced by the values of individualism, egocentrism, materialism and capitalism, which gave rise of an anomaly, anonymityRead MoreHIV Infections in African American Males Essay1436 Words   |  6 PagesHowever, there is growing concern about the disproportionate increase of HIV among adolescent African American males ages 13-19. These adolescent males count for 37 percent of the cases, which double their representation in their general population. 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There are statistics that pretty much remain constant throughout the years showing a definite lag in Black achievement in most areas: economic, educational, in areas of health, and more. So what is the problem? While Black success is certainly not at the same level as whites, there are those Blacks who have prospered immensely. The Oprah Winfreys, Will Smiths, Bill Cosbys, Michael Jacksons, and other Blacks who have seeminglyRead MoreFilipino Mental Health Culture Paper1396 Words   |  6 PagesIntroduction â€Å"Culture comprises of shared beliefs values, and practices that guide a group’s members in patterned ways of thinking and acting. Culture can also be viewed as a blueprint for guiding actions that impact care, health, and well-being† (Leininger McFarland, 2006). â€Å"Culture is more than ethnicity and social norms; it includes religious, geographic, socio-economic, occupational, ability-or disability-related, and sexual orientation-related beliefs and behaviors. 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If You Read Nothing Else Today, Read This Report on Ap Lang and Comp Argument Essay Topics

If You Read Nothing Else Today, Read This Report on Ap Lang and Comp Argument Essay Topics The War Against Ap Lang and Comp Argument Essay Topics Although there are just two short paragraphs, there's a whole lot of room for confusion here. A house without brick and mortar won't fall, but nevertheless, it won't be a rather pleasant home to inhabit. Use the right sort of language. The AP English argument FRQ has become the most straightforward of the AP English FRQs as it is the most like essays you're already utilised to writing. AP Language and Composition course is a huge deal, and your primary intent is to demonstrate your capacity to produce decent analysis with an ideal structure and grammar indexes. Students lead busy lives and frequently forget about a coming deadline. Prep students will be certain the documents. The New Angle On Ap Lang and Comp Argument Essay Topics Just Released The first suggestion to contemplate when learning how to compose essays is that you have to be in a position to check at the full assignment from the view of someone that will get it done no matter what. The target of entire course is to teach you the way to analyze. It doesn't make a difference to us, whether you're too busy on the job concentrating on a passion undertaking, or simply tired of a seemingly infinite stream of assignments. You ought to do a sufficient amount of research for this. Obviously, it's also wise to bear in mind a conclusion isn't absolutely necessary to be able to be given a high score. It's better to learn a couple of counter argument transition words regardless of what the case for you is, though. You have to explain why you interpret the evidence the way that you do. Use appropriate evidence to come up with your argument. The Nuiances of Ap Lang and Comp Argument Essay Topics No really, it is a great idea. As stated above, establishing a particular stand on the topic at hand is the important element of an argumentative essay. Thus, don't be scared to devote some time crafting that argument. Locate the major concept, find the simplest position for you to argue, and construct your argument from that point. The essay ought to have a little bit of structure unlike a standard essay. Last, it's also wise to understand how to properly close off your argumentative essay. It's also essential to note you should write in the current tense when crafting an argumentative essay. With its assistance, you can be guaranteed to create a concise and powerful argumentative essay. After you are psychologically set to compose the essay and with clear understanding of your audience, conduct research on the subject or essay. Your points or ideas ought to be based on the keywords of the prompts because these permit you to establish what exactly you're required to do while writing the essay. Remember to keep on topic. The Downside Risk of Ap Lang and Comp Argument Essay Topics Next you would have to present your arguments within the body of your essay. Additionally, be cautious about stereotypes, bias and prejudice about this issue or issue that you might include in the essay. If you're among the many who finds crafting these portions tricky, you could always look up counter argument essay examples that will help you out. In the majority of cases, symbolism is all about metaphors and imagery. We are aware that the best method to be certain your paper is merely right is to enable you and your writer to communicate openly with each other. You may seek the s ervices of the Best Essay Writing Service and receive an original custom made essay written by a seasoned writer. Explain your essay may want to create expository, editor. An argumentative essay is a kind of essay that asks you to have a stand on a specific issue or idea, usually expressed in the shape of a quotation. New Ideas Into Ap Lang and Comp Argument Essay Topics Never Before Revealed Attempt to choose the best devices to back up your argument that you're able to. Possessing a warrant makes it less difficult for readers to comprehend the worth of your points and it can bring about the better establishment of your claim. There was an issue filtering reviews at this time. Grow each supporting paragraph and make sure you adhere to the suitable format. If You Read Nothing Else Today, Read This Report on Ap Lang and Comp Argument Essay Topics To assist you more easily determine which kind of essay you should use, be certain you read and complete sample tests. AP instruct ors are given a score sheet showing the individual score for every one of their students, together with some score info and national averages. The exam is almost always a challenging situation to handle. Your exam is broken up into portions.

City Road Free Essays

When I began this course I always took for granted that inequalities were obvious things, but the more I learned on the subject and the further through the material I got I discovered inequalities can come in all shapes and sizes , obvious or inconspicuous and can affect all people differently. Through this paper I will first look at similar inequalities between ‘City Road’ and a street I know well, the street which I will use is Ballygall Road east Finglas Dublin 11, I will then look at some inequalities that seem unique to my street and why they are unique. The two main shared inequalities between Ballygall Road and City Road are private clubs and homelessness. We will write a custom essay sample on City Road or any similar topic only for you Order Now In the very first film ‘the street’ we are shown a tennis club that because of its high walls and closed off areas gives people the assumption that it is a private club and would be unable to use its facilities . Although that is just an assumption in Ballygall Road there is a members only gym and membership can only be obtained if you are a resident of a particular apartment complex. This causes near constant tension between the other locals and the residents of the complex. In all of the films on the DVD there is a scene that is shown again and again it is the image of the homeless man sitting outside the shop. Homelessness is the most obvious inequality and there is no area that is free of it , in Ballygall Road there is two homeless people they are both originally from the area ,they are well known to all the locals and are treated with disgust and are avoided completely if possible . The two inequalities that are unique to Ballygall Road are council estates and a methadone clinic. Although council estates are not uncommon all over Ireland in Ballygall Road the council estate is seen as a thing to be ashamed of and that anyone who lives in one is lower class or ‘rough’ which is simply not true. There is one council estate in Ballygall Road and directly beside it is a private estate there is obvious distaste towards the people living in the council estate by other locals as a lot of the residents are un-employed and this is seen as socially unacceptable. A methadone clinic is a clinic for people for are trying to get themselves off heroin, there is one clinic is Ballygall Road and is possibly the biggest inequality as anyone seen entering or leaving this building is immediately labeled as a drug addict even though it may not be the case . A drug addict in Ballygall Road is on the lowest rung of the social ladder and are treated as such, there for the methadone clinic is used as a tool to label people in the area. In closing I would just like to state one observation that has been born from studying this module I believe there are two types of inequalities there are the obvious inequalities such as homelessness and being in a methadone clinic and there are inconspicuous inequalities such as private clubs or living in a certain estate. Although the obvious inequalities can affect and hurt people the inconspicuous ones can hurt just as much if not more so. These are the inequalities I noted in City Road and the inequalities in my street. How to cite City Road, Essay examples

PlatiNUM Medical Products Essays - Medical Devices,

PlatiNUM Medical Products Brief Review of PlatiNUM's Medical Products and the Additional Funding Chief Investment Officer Westwood Ventures Irvine, California Prepared by Andrew S. McAlister, CEO, Co-Founder Jason J. Smith, Senior Vice President, Co-Founder December 6, 1999 TO: Mr. Greg Krel, Chief Investment Officer FROM: Andrew S. , Chief Executive Officer, Co-Founder Jason J. , Senior Vice President, Co-Founder DATE: December 6, 1999 SUBJECT: Report on purpose of additional funding required for future development of PlatiNUM Medical, Inc. This is the report on the latest cardiovascular medical device that you requested on November 17, 1999. This report discusses in explicit detail how we came to develop such an effective device. The research and study methods, which were used, will be introduced. We met with Doctors and patients in order to get accurate details from both parties. These surveys were conducted in both the United States and in several European Nations. As you can see, we have studied all angles, and have developed a product superior to our competitors. Our device, the "PlatiNUM Device" offers the best in medical technology. PlatiNUM's development involved taking the best of other procedures and rolling it into one multipurpose device. While eliminating the bad possibilities, which could occur with other methods. Thank you for taking the time to read our proposal and allowing PlatiNUM the chance to further benefit the world with safer, more effective medical technology. On behalf of PlatiNUM Medical, Inc. and all of our staff we are confident that this report will convince you to make the right choice, and help put an end to the suffering of the millions of people with heart disease. SUMMARY PlatiNUM Medical, Inc. was founded in 1995 and is located in Irvine, California, centrally located in one of the leading medical device development areas in the country. Our company is the leader in the development of a new type of medical device for treating cardiovascular disease, also known as heart disease. Despite on going efforts to combat this disease, no other promising instruments have been introduced. The need still remains for a device that can easily and safely remove dangerous tissues found in the arteries and other problems associated with the heart. Through the past four years PlatiNUM has conducted research in the U.S. as well as Europe. Surveys and interviews were held with leading cardiovascular physicians to determine the best features for the device. When this process was completed, we then took the next step, which involved patient surveys and gathered input on what they thought was needed. Although our research and data collecting will never end, the past four years has given us the specifications, which must be met in the product that we developed. Our research has led to the following: (1) A device, which eliminates all possible complications, associated with heart disease today. (2) Something that would not be as dangerous and risky as By-pass surgery. (3) A device which is simple to use and requires no additional training. (4) Finally, a device which is affordable, and efficient. PlatiNUM has developed a device that meets and exceeds all of these strict standards. The PlatiNUM device with our patented "Omni Cutter" does the trick. Hopefully, in the near future the citizens of the world who suffer from heart disease will be fortunate to have this device available. Physician Comments about the PlatiNUM device: "Best device ever for treating Heart Disease" Thomas Ischeinger, MD "Best device ever for Failed Bypass" David Cox, MD "Incredibly easy to set up and use...... adoption will be fast" Gregg Stone, MD iv DISCUSSION ON THE ISSUE OF PREVENTING HEART DISEASE AND COMPLICATIONS Introduction Heart problems are a way of life for many Americans throughout the nation. Whether it is heredity, our diets, or some other cause. Heart disease and related problems kill 10 million Americans annually with numbers on the rise. With these skyrocketing numbers, it shows that something needs to be done about this horrible condition. Fatality rates due to heart disease need to come down, and the millions of Americans who suffer from these problems deserve to lead happier, healthier lives. The methods used today are drastically failing and do not have promising success rates. Highly respected medical physicians such as Dr. Thomas Ischeinger, Dr. David Cox, and Dr. Gregg Stone will tell you the same. This is why PlatiNUM felt the need to develop a new, safer device. A device that will drastically bring down the fatality rates involved with heart disease. Purpose for the Research: The purpose for our research was to develop a device, which

Goals for Motivation Employees in HRM

Goals for Motivation Employees in HRM Introduction It has always been said that an organization is as good as its employees. This is because employees play a critical role in meeting the short term and long-term goals and objectives of an organization as all organization present in the world are mission driven.Advertising We will write a custom essay sample on Goals for Motivation Employees in HRM specifically for you for only $16.05 $11/page Learn More Motivation is a concept that many managers have put in place to boost the performance of their employees. This concept aims at boosting the morale of employees at the work place. This paper shall therefore focus on the goals of motivation, motivational theories, and measurement of the outcome of motivation. Goals for Motivation The first goal that I would like my team to achieve because of motivation is to make all the team members to boost organizational morale. Giving employees rewards and incentives will make them feel part and parcel of the o rganization. Additionally, a favorable environment for work shall be developed. This will in turn increase their loyalty and morale of work. Therefore, it will be much easier for my team to achieve the set goals and objectives of the project. The second goal that I would like to achieve via a motivational program is boosting the productivity of the team members of my project. The rewards and incentives given to employees boost their productivity in a number of ways. This includes time management, quality of work, consumer satisfaction, dedication of work and meeting of deadlines.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thus, with incentives in place, team members will work hard to achieve the overall goals and objectives of the project hence ensuring its success in the long run. The third goal of motivation is the development of team spirit. Achieving success as a team is much easier than through individual effort. Thus, to ensure that team members work together to achieve the goals and objectives of the project, incentives that shall be earned only as a team shall be put in place. This will ensure that team member cooperate together to perform their respective tasks. Reduction of operation costs is the fourth goal of motivation. With motivational incentives in place, absenteeism and employee turnover shall be reduced. This will result in increased performance, return on investment and reduction in recruitment costs. Finally, with an effective and efficient motivation program, the goals and objectives of the project shall be achieved at ease. This is because the employees are dedicated to their work. Motivation Theories Several theories have been developed to explain the concept of motivation. According to the goal setting theory, it is believed that individuals often prefer to work within a given path to achieve a definite end result (Reisner, 2002) . This is the overall goal. The behavior change model on the other hand lays emphasis on motivation and volition. In this theory, motivation is viewed as an incentive of triggering behavioral intentions while volition transforms the intention into a behavioral action (Reisner, 2002).Advertising We will write a custom essay sample on Goals for Motivation Employees in HRM specifically for you for only $16.05 $11/page Learn More Finally, the theory of unconscious motivation states that individuals are driven to some extent by motives that arise from the unconscious mind (Reisner, 2002). Motivation Measurement Motivation can be measured using a number of tools. However, the most effective tool is the by using the expectancy theory model. This theory can only be put in practice in an environment where people put effort and expect to be rewarded in turn (Fellner, 2001). Thus, to measure the effect of motivation, the following considerations are put in place: Rel ationship between effort and productivity Relationship between productivity and results The value of the results in an individual and the organization at large Conclusion Motivation is an essential factor to the success of an organization. However, the theories and models that an organization adopts should conform to its nature of operation and yield the desired results. This is essential in the achievement of the goals and objectives of an organization. References Fellner, R. (2001). How to Measure Motivation. Web. Reisner, R. (2002). From Transactional to Transformational Leadership: Learning to Share the Vision. Organizational Dynamics, 18 (3), 19-31Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More

What Teachers Do Beyond the Classroom Is Critical

What Teachers Do Beyond the Classroom Is Critical Many people believe that teachers have an easy job in part because they have the summers off and multiple days off for several holidays.   The truth is that teachers spend almost as much time working when students are gone as they do when students are in class.   Teaching is more than 8-3 job. Good teachers stay at school late into the evening, continue to work once they get home, and spend hours on the weekend preparing for the upcoming week.   Teachers often do amazing things beyond the classroom when no one is looking. Teaching is not a static job where you leave everything at the door and pick it back up the next morning.   Instead, teaching follows you wherever you go. It is a continuous mindset and state of mind that is rarely turned off. Teachers are always thinking about their students. Helping them learn and grow consumes us. It causes us to lose sleep sometimes, stresses us at others, yet provides us joy constantly.   What teachers truly do is not completely understood by those outside of the profession. Here we examine twenty critical things that teachers do once their students are gone that makes a significant impact.   This list only offers some insight into what teachers do once their students leave and is not comprehensive. Actively Participate on a Committee Most teachers set on various decision-making committees throughout the school year. For example, there are committees in which teachers help formulate a budget, adopt new textbooks, craft new policies, and hire new teachers or principals.   Sitting on these committees can require a lot of extra time and effort, but give the teachers a voice in what is happening within their school. Attend Professional Development or Faculty Meeting Professional development is an essential component of teacher growth and improvement. It provides teachers with new skills they can take back to their classroom.   Faculty meetings are another requirement held several times throughout the year to allow collaboration, present new information, or simply to keep teachers up-to-date. Breaking Down Curriculum and Standards Curriculum and standards come and go. They are cycled through every few years.   This ever revolving door requires teachers to break down the new curriculum and standards they are required to teach constantly. This is a tedious, yet necessary process in which many teachers dedicate hours to conducting. Clean Up and Organize Our Classrooms A teacher’s classroom is their second home, and most teachers want to make it comfortable for themselves and their students. They spend countless hours cleaning, organizing, and decorating their classrooms. Collaborate with Other Educators Building relationships with other educators are essential. Teachers spend a lot of time exchanging ideas and interacting with one another.   They understand what each other are going through and bring a different perspective that can help solve even the most difficult of situations. Contact Parents Teachers call email and message parents of their students continuously.   They keep them up-to-date on their progress, discuss concerns, and sometimes they just call to build rapport.   Additionally, they meet face-to-face with parents at scheduled conferences or whenever a need arises. Extrapolate, Examine, and Utilize Data to Drive Instruction Data drives modern education. Teachers recognize the value of data. When they assess their students, they study the data, looking for patterns, along with individual strengths and weaknesses. They tailor lessons to meet the needs of their students based on this data. Grade Papers/Record Grades Grading papers is time-consuming and tedious. Though it is necessary, it is one of the most boring parts of the job.   Once everything has been graded, then they must be recorded in their gradebook.   Thankfully technology has advanced where this part is much easier than it once was. Lesson Planning Lesson planning is an essential part of a teacher’s job.   Designing a week’s worth of great lessons can be challenging.   Teachers must examine their state and district standards, study their curriculum, plan for differentiation, and maximize the time they have with their students. Look for New Ideas on Social Media or Teacher Websites The Internet has become a focal point for teachers. It is a valuable resource and tool full with new and exciting ideas. Social media sites such as Facebook, Pinterest, Twitter also allows a different platform for teacher collaboration. Maintain a Mind of Improvement Teachers must have a growth mindset for themselves and their students. They must always be searching for the next great thing. Teachers must not become complacent. Instead, they must maintain a mind of improvement constantly studying and looking for ways to improve. Make Copies Teachers can spend what seems like an eternity at the copy machine.   Copy machines are a necessary evil that becomes even more frustrating when there is a paper jam. Teachers print all sorts of things such as learning activities, parent information letters, or monthly newsletters. Organize and Oversee School Fundraisers Many teachers conduct fundraisers to fund things such as equipment for their classrooms, a new playground, field trips, or new technology.   It can be a taxing endeavor to count and receipt all of the money, tally and submit the order, and then distribute all of the merchandise when it comes in. Plan for Differentiation Every student is different. They come with their own unique personalities and needs. Teachers must continuously think about their students, and how they can help each one. It takes a lot of time and effort to accurately tailor their lessons to accommodate each student’s strengths and weaknesses. Review Instructional Strategies Instructional strategies are a critical component of effective teaching.   New instructional strategies are being developed all the time.   Teachers must familiarize themselves with a wide variety of strategies to meet each of their student’s needs. Strategies that work well for one student or class may not necessarily work for another. Shop for Classroom Activities and/or Student Needs Many teachers invest hundreds to thousands of dollars out of their own pocket for materials and supplies for their classroom every year.   They also purchase materials such as clothing, shoes, and food for needy students.   Naturally, it takes time to go to the store and grab these items. Study New Educational Trends and Research Education is trendy. What is popular today, likely will not be popular tomorrow. Likewise, there is always new education research that can be applied to any classroom. Teachers are always studying, reading, and researching because they do not want to miss an opportunity to improve themselves or their students. Support Extra-Curricular Activities Many teachers double as coaches or sponsors of extra-curricular activities. Even if they do not draw an extra-duty assignment, it is likely that you will see several teachers in the audience at events. They are there to support and cheer on their students. Volunteer for Extra-Duty Assignments There are always opportunities for teachers to assist in other areas around the school. Many teachers volunteer their time to tutor struggling students. They keep gate or concession at athletic events. They pick up trash on the playground. They are willing to help out in any area of need. Work Another Job As you can see from the list above, a teacher’s life is already very busy, yet many work a second job. This is often out of necessity. Many teachers simply do not make enough money to support their family.   Working a second job cannot help but impact a teacher’s overall effectiveness.

Art Assignment Essay Example | Topics and Well Written Essays - 250 words

Art Assignment - Essay Example Space in drawing implies the negative and positive use of space in a drawing (Sale, Teel & Betti, 89). Positive space is the space that the object covers while negative space is the background of the picture. In Napoletanos picture, the artist has used a lot of negative space in his work, while, in Bertin’s drawing, the artist has used a lot of positive space. At times, use of a lot of negative space makes the drawing look vulnerable and aloof (Sale, Teel & Betti, 89). Perspective in the drawing is the image as seen by the eye as per the distance and on a flat surface. Napoletano’s drawing lacks proper perspective as the drawing shortens with an increase in the distance, and foreshortens along the line of sight as compared to Bertin’s drawing whose focal point gets better with an increase in distance. A contour in the drawing is the outline depicting change in plane (Sale, Teel & Betti, 90). In Napoletano’s drawing the artist used modified contour drawing unlike in Bert’s drawing the artist used blind contours. Napoletano’s drawing was done using gesture drawing because the picture looks hastily done. On the other hand, Bert’s looks as if it had taken time to draw. Finally, tone usages in both pictures are similar. The effects of light in the pictures show balance. The pictures are alike and diverse in a variety of ways, but they are successful in their own light. Napoleatano’s drawing might be small, but it is well structured just like Bert’s picture, which is large, and well

Critically evaluate how the recent recession has been affecting Essay

Critically evaluate how the recent recession has been affecting strategic marketing management practices of Apple - Essay Example By 1980 as the sales of the company were experiencing a high the company also grew considerably in size, by the time the Apple III was launched, the company employed several thousand people and was conducting international business (apple-history, 2013). Lisa and Macintosh are hall mark products of the Apple Company. During the 1980’s the Mac II gave the windows a really tough time, taking it to the verge of a flop, due to its expandability and viability (apple-history, 2013). The release of power books in 1991 put Apple back in the race it was losing against windows 3.0, and advancements were being made at the same time towards the PDA (Personal Digital Assistant) (apple-history, 2013). Formerly known as Apple Computer; Apple Inc. is currently the biggest tech company in the world that employs more than 49,400 people and gross profit of more than $ 65 billion (Rodrigo, 2012). Competitors Apple’s competitors in the technology and computer industry are Microsoft, Dell, M otorola, LG, and Nokia. ... comes from its diverse line and range of products and the software and hardware integration of their range of products; which they have achieved over the years (Magee, 2011). Apple has led to the jointed manufacturing of computers and mobile devices, whereas this was previously done by separate companies (Magee, 2011). This allows for shared functioning and information processing, connectivity is the main feature giving these products a competitive edge (Magee, 2011). Impact of Recession The recession did not impact Apple Inc. as expected and rather than suffering massive losses like its counterparts it just received a jolt at its retail stores (MaCNN, 2009). The number of visitors per Apple retail store suffered a drop of 1.8%, and the revenues fell 17.4 percent (MaCnn, 2009). 2008 saw a drop for the company’s revenues by 0.6 percent in the last three month period (Oliver, 2009). Apple saw the revenue decrease on per store basis but as a whole the Mac sales increased year ove r year as compared to 2008 (Oliver, 2009). Apart from suffering a drop in terms of visitor per retail store the concept that Apple retail store follow, showed the success of the strategies employed by Apple (Oliver, 2009). According to Carl Howe, who is the director of consumer research for the Yankee Group said that the company is really tested during a recession, and for Apple, the ‘ think different’ motto appears to be working really well (cited in Rodrigo, 2012). Where economies, banks and companies have drastically suffered at the hands of the recession, Apple has maintained its record sales. Recession tests companies by better execution and Apple is achieving that (Howe, cited in Rodrigo, 2012). Apple’s share value doubled during 2008, the year the recession hit the hardest and

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