ACC 202 MOD 5 CA Essay Example | Topics and Well Written Essays - 500 words

ACC 202 MOD 5 CA - Essay Example As the company has the capacity to produce 20,000 units in a year, Paul Peco should focus on utilizing the firm’s maximum production capacity, as there is a high level of demand for the product. Pecos has the capacity to manufacture 20,000 units per year without any increase in the fixed costs. The most profitable solution for Paul Peco would be to sell 20,000 units in a year, so that the company’s maximum capacity is utilized. From this volume, the contribution required from a single unit to cover the fixed costs can be computed (Weston and Copeland). The profit margin originally set by Paul Peco was a minimum of $ 10 per unit. In the revised plan, a minimum profit of $ 12.50 per unit is fixed. Hence the revised minimum selling price is at $ 280 per unit. It is evident that Paul Peco would have sold 1,925 units in the last month. Assuming a constant demand every month, Paul Peco will easily be able to sell 20,000 units in the first year. The last month’s contribution margin income statements for the two rules are presented below. From the revised plan, it is evident that Ms. Goodperson’s decision to accept the contract at $290 per unit was profitable. Ms.Goodperson should be hired again. Also, based on the revised decision rule, Paul Peco should instruct his sales staff to accept orders at any price above $ 280 per

Miltary soldiers and substance abuse Research Paper

Miltary soldiers and substance abuse - Research Paper Example Substance and drug abuse in the military is a public and national threat to the security of a country because such behaviors distract the preparedness of the force. Furthermore, the habit may result to military personnel undermining the authority and strict orders that function to enhance the efficiency of the military, as well as risking their lives. The issue of drugs in the military is not something new: it began during the Vietnam between the late 1960s and early 1970s. Records indicate that more 20% of the veterans of the Vietnam War reported using narcotic drugs on a weekly basis, with another 20% showing signs of addictions. After the Vietnam War, a few military personnel continued with the regular use of the narcotics, especially heroin and opium. There was some considerable reduction in the percentage of usage, but concerns were high regarding addiction. With the prevalence of the drugs problem within the force, Cushman ordered a crackdown on military personnel abusing drugs in the mid-1970s (Ruiz and Strain, 2011). Consequently, all military troops were confined to their respective bases, with increase in guard patrols and a thorough search on all personnel entering the bases. In addition to these measures, there were numerous establishments of emergency medical clinics across the forces. The military command also engaged in sensitizing the personnel on the physical and legal consequences of substance abuse through all available media. The authorities published and distributed pamphlets to platoon leaders. Creation of drug abuse councils followed, with the initial duty to travel from unit to unit addressing the issue. These education programs seemed to fail in rooting out the issue, the command turned to punishment. However, the judicial system established could not court marshal all the soldiers, thus they turned to administrative discharges to get rid of

Capital Punishment Inhumane Immoral Politics Essay

Capital Punishment Inhumane Immoral Politics Essay Capital punishment is defined as execution as a punishment for a person convicted of committing a crime. This form of punishment is usually perceived in the United States as being reserved for crimes such as aggravated murder, felony murder, and contract killing, but in reality the application of capital punishment varies widely. When you look at the world, capital punishment is imposed for a wide array of crimes, such as espionage, treason, as part of military justice, sexual crimes (such as rape, adultery, incest and sodomy), religious crimes such as the formal renunciation of the State religion in Islamic nations, drug trafficking, human trafficking, serious cases of corruption, and in militaries around the world, court martials have imposed death sentences for offenses such as cowardice, desertion, insubordination, and mutiny. (Wikipedia.org) It is therefore not surprising that capital punishment has a huge following of supporters both for and against it. Those against it usually center their arguments on the morality of capital punishment. Through my ethics class, I have learned that the best way to evaluate morality is to look at three things: the motivation, the act itself, and the consequences. For capital punishment the motivations are punishment, retribution, and deterrence. The act itself varies, but can be such things as lethal injection, electrocution, and hanging; and of course the consequence is death. Death is by inhumane methods and not only affect the prisoner who is losing his life, but also the person performing the execution. Although capital punishment is legal in many countries and parts of the United States, I seek to prove that it is an inhumane and immoral form of punishment, whose detrimental effects well outweigh the benefits. In order to prove that capital punishment is inhumane, it is necessary to look at the history of capital punishment. The execution of criminals and political opponents has been used by nearly all societies-both to punish crime and to suppress political dissent. The use of formal execution extends to the beginning of recorded history. Most historical records and various primitive tribal practices indicate that the death penalty was a part of their justice system. Historical forms of capital punishment were often extremely violent and repulsing. Some examples of this are: quartering (as seen in The Song of Roland), being devoured by animals, boiling to death, being buried alive, burning (as was done to suspected witches), crucifixion, crushing, decapitation, dismemberment, drowning (like in the mafia movies), and stoning (as seen in the Bible). I list all these horrific methods of punishment by death to juxtapose them with the modern, more humane forms of capital punishment. In the recent history of the United States, capital punishment has existed in the form of hanging, electrocution, and lethal injection. Electrocution and lethal injection still exists to this day. It is true that these modern methods are more acceptable than those used by ancient people, and even some other modern societies but all the current methods are far from humane. For example, electrocution is inhumane because it is extremely painful until the prisoner becomes unconscious and brain death occurs. Anyone who knows how painful it feels to bump into an electric fence would not want to endure death by electrocution. There have even been occasions where the electric chair has malfunctioned, which could prolong suffering. The electric chair should not be considered as a humane method of capital punishment in modern society. Another modern method of capital punishment is lethal injection. Lethal injection was introduced in Oklahoma by Reverend Bill Wiseman in 1977, but the process was originally conceived by state medical examiner, Jay Chapman, and was approved by anesthesiologist Stanley Deutsch. Texas was the first state to use it. It has since been adopted by The Peoples Republic of China, which began using this method in 1997, Guatemala in 1998, the Philippines in 1999, Thailand in 2003, Taiwan in 2005, and in all but 17 states in the United States. Lethal injection uses a combination of three drugs to kill the prisoner: sodium thiopental to induce unconsciousness, pancuronium bromide to cause muscle paralysis and respiratory arrest, and potassium chloride to stop the heart. This is a very humane method of execution compared to all the others; however, it is unclear as to whether the drug sodium thiopental is efficient in maintaining unconsciousness, since it does not do so when used for surgery. Als o, a study done by the University of Miami and published in the medical journal, The Lancer, shows that many of the people performing the lethal injection have no anesthesia training; that the drugs were administered remotely with no monitoring for anesthesia; and that the data was not recorded and no peer review was done. So it is unclear as to whether the prisoners were being executed humanely or if they were in excruciating pain. This form of capital punishment is viewed as the most humane, but in reality it is inhumane just like electrocution. Having discussed the inhumane nature of capital punishment both historically and currently, what are the major arguments in support of it? The Supreme Court of the United States provided two reasons for capital punishment: retribution and deterrence. These are the main reasons that people support it. Many people feel that the punishment should fit the crime. So capital punishment should be the most fitting sentence for the most heinous of crimes. In the same way, capital punishment as a deterrence is supported because it prevents future heinous acts from being committed. This makes people feel safe. Deterrence cannot be effectively accomplished by the alternative to capital punishment, life in prison without the possibility of parole, because it would still be possible for the prisoners to commit crimes, either while in jail against other prisoners or guards, or by escaping from prison. Therefore, capital punishment is accepted as the best form of deterrence. It also gives the victim s family closure knowing the criminal is no longer around to do anyone harm. There are strong arguments opposing capital punishment. Some people feel that it is more of a punishment to make the criminals live in prison, incarcerated for the rest of their lives, rather than having a short life in prison. They believe that prison life would continually punish a criminal for years and years, with death as the only release. These opponents of capital punishment believe that the same objectives would be met by life in prison: deterrence, retribution, and closure. Unlike this closure, the closure received from capital punishment, can be delayed for a very long time due to the built in appeal system under capital punishment. The appeal process also causes the cost of executing a prisoner to skyrocket in relation to the cost of keeping him in prison for life. If we look as California for example, in June 2008, the California Commission on the Fair Administration of Justice found that California annually spends approximately $137.7 million dollars on the death penalty . By replacing the death penalty with permanent imprisonment, the Commission noted that the state could save in excess of $125 million per year. (Deathpenalty.org) The high cost and long appeal system have caused many pro-capital punishment judges to change their minds. One judge, Judge Kozinsi, gave a speech in which he noted that the number of executions compared to the number of people who have been sentenced to death is minuscule and concluded that whatever purposes the death penalty is said to serve deterrence, retribution, assuaging the pain suffered by victims families those purposes are not served by the system as it now operates. Judge Kozinski added that the costs of death penalty prosecutions far outweighed the results, and that because of the proliferation of such prosecutions there would have to be one execution every day for the next 26 years to handle the volume. He recommended that death penalty prosecutions should only be brought against the most depraved killers. (talkleft.com) Ultimately, the most important argument against capital punishment is that it is immoral. No matter how you look at it, capital punishment is killing, and murder is always wrong! A further look at the morality of capital punishment is needed, because although murder is deemed a moral absolute, this is not always the case. Depending on what form of morality you believe in, murder can sometimes be deemed moral. In ethics class, we looked at five main types of ethical theories. Four of the theories are flawed: utilitarianism, Kantianism (deontology), egoism, relativism, and the fifth, virtue ethics, is not. Let us now examine each theorys view of capital punishment. The utilitarianism theory would view capital punishment as moral. This is because utilitarianism looks at what would make the most people happy. Utilitarianism was founded by Jeremy Bentham and John Stuart Mill. It is a consequentialistic theory of morality. This means that it is only concerned with the consequences of an act. Moreover, utilitarianism is concerned solely with what increases the overall utility, happiness, of a society. This blind concern for consequences and ignoring the minority view is what makes utilitarianism a flawed theory. Therefore, although the consequence of capital punishment is the killing of prisoners, utilitarianism would view this to be moral since it helps society increase their overall happiness. By killing the prisoners the victims family would be happy at the justice being dispensed, and the rest of society would be happy because they would feel safer knowing that the prisoner can never escape and harm them or their families. The utilitarian view d oes allow for life imprisonment as a viable alternative to capital punishment, since the prisoner is still being punished and will not be able to cause the overall happiness of society to diminish. The second theory of ethics is Kantianism also called Deontology. Kantianism views capital punishment as being immoral. Deontology is an ethical theory, founded by Immanuel Kant, that focuses on the rightness or wrongness of intentions or motives behind action such as respect for rights, duties, or principles, as opposed to the rightness or wrongness of the consequences of those actions. It is sometimes described as duty based ethics, because deontologists believe that ethical rules are bound by duty. This theory is flawed because it only looks at intentions and not the act or consequences. Many times good intention can have unintentional bad consequences and vice versa. This is called the double effect principle. Deontologist view capital punishment as being wrong by its nature, a violation of the right to life, which is a universal law for them. They also look at the inhumane ways that capital punishment is carried out. An argument that they make against capital punishment is that by killing the prisoner, it causes the prisoners family and friends to become victims themselves. On the other hand, Deontologists can view capital punishment as moral by saying that it is only natural for the families of the victims to seek retribution for the loss of life, that the punishment fits the crime. The belief is that without proper retribution, the judicial system further brutalizes the victim or victims family and friends, which amounts to secondary victimization. In the context of deontology, life imprisonment cannot be used as a substitute for the death penalty, since any length of incarceration is a violation of the right to liberty. In deontological terms, nothing is gained by substituting the violation of one type of right (the right to life) with that of another (the right to liberty). From the egoism perspective, capital punishment may be viewed as moral. Egoism states that all individual conduct has a motivation. This primary motivation is self-interest. By this theory, everything is fair game. Egoism looks at the motivation as the sole determinate for morality. In egoism, an act is moral if the motivation is for ones own self-interest. That is why it is a flawed theory of ethics. The individual who commits the crime does so out of self-interest, even if it merits capital punishment. I believe that egoism would say that since one person can act out of self-interest and take away the life of another, then equally capital punishment should be an acceptable response. Egoism would also allow for life imprisonment to be an alternative for capital punishment. The final flawed theory of ethics is relativism. Relativism believes that capital punishment is both moral and immoral. Moral relativism is an extreme form of Individualism. Individualism is the belief that all actions are determined by, or at least take place for, the benefit of the individual, not of society as a whole. Moral relativism can also be view as a form of Solipsism, the theory that only the self exists, or can be proved to exist. Relativism does not only have to apply to an individual but it can be a cultural relativism, in which the moral beliefs of a culture is deemed to be correct. If two cultures or peoples beliefs are in direct contradiction, then moral relativism would state that both beliefs are correct. This would make it impossible for anything to be immoral. Therefore, the morality of capital punishment to a relativist depends on who is being asked. Virtue Ethics is the only non-flawed theory of ethics and was founded by Aristotle. One way of looking at capital punishment through Aristotles eyes is to apply Teleology to the issue. Teleology means the end of the process. The end to capital punishment is to put to death the person guilty of the crime. Capital punishment is intended to punish a person by taking his or her life. But there can be a second interpretation of the ethical issue of capital punishment and that is that the end of capital punishment is the prevention of a crime in the first place. Thus according to teleology, capital punishment could be considered to have two different ends. However, this is not the complete picture. Virtue ethics uses the motivation, the act itself, and the consequences to decide morality. I believe that virtue ethics would ultimately find capital punishment to be immoral. The motivations of capital punishment are punishment, retribution, and deterrence. The first and last motives are posit ive ones, and the second is not. The act varies, but can be things such as lethal injection, electrocution, and hanging. The act of killing is a universal law and is always wrong. The consequence of capital punishment, death, does not only affect the prisoner who is losing their life, but also the person performing the execution. The consequences can also be viewed as wrong because it harms people. Since all three criteria combined is wrong, the act is immoral. But this is still not the whole answer. Thomas Aquinas came after Aristotle and revamped virtue ethics. Aquinas believed that although there were moral absolutes and universal laws, it is dangerous to apply it to everyone indiscriminately. He believed that exceptions to all rules are needed since people live in very different conditions. Through this theory, one could argue that the death penalty is immoral but there can be circumstances in which capital punishment is moral. Therefore it is clear that one could reach different conclusions when determining the morality of capital punishment using the five different theories of ethics. Yet a strong case can be made that it is immoral because the motivations (punishment or revenge) the act itself (killing the person by electrocution, lethal injection, or any other way) and the consequences (death of the prisoner, the pain and suffering of the prisoners family, and the psychological effects to the executioner) are all immoral. In conclusion capital punishment is an inhumane form of punishment that has been around for a very long time and should be abolished in these modern times. The execution of a person is cruel, and even lethal injection has not been proven to be painless. Although there are good arguments both for and against capital punishment, the arguments against it whether financial, moral, or other, far outweigh the arguments for it. My personal opinion of the capital punishment is that it is a jus t punishment for the crime committed but should be banned because it is immoral and life in prison offers an alternative punishment that can obtain the same goals. There are also financial ramifications. I believe that the prisoners who are sentenced to death row belong there. In many cases, the way that they are executed is way more humane than how they murdered their victims. It is unfortunate that the process takes so long. As a result, many of the prisoners on death row die of natural causes before their execution date. The prisoners are often kept too comfortable while waiting for their executions. For example, the prisoners have televisions in their cells, and are kept away from other prisoners who may want to bother them. Some prisons even allow the death row inmates to keep cats as pets, and in others, the inmates eat so well that they become obese and are then not allowed to be executed because the lethal injection or electric chair protocols are not equipped for people of their size. Finally I believe capital punishment should be banned because of the cost. I do not think it is right or fair to pump so much money into executing a prisoner.

Comparing Hinduism and Buddhism Essay -- Compare Contrast

Comparing Hinduism and Buddhism While Hinduism and Buddhism come from the same cultural backgrounds, they are extremely diverse in their beliefs on afterlife, deity, and rituals. Both religions believe in reincarnation, but it is where an individual goes after he or she gets off the endless cycle that differs. These religions also part when it comes to whom they do or do not worship. Every religion comes with rituals and Hinduism and Buddhism are no exceptions. Hindu followers have no doubt they go to moksha after they accomplish redemption, but Buddhists believe that the main goal is to achieve nirvana in the afterlife. A Hindu can conquer redemption by living a life of asceticism. After becoming a Sadhu, or holy man, and renouncing all material possessions they are able to be one wit...

Quotation essay Essay

â€Å"We never appreciate the value of water until the well runs dry†. The words in this quote, written by Benjamin Franklin, invite the reader to take a deeper more insightful glance into how possessions and people aren’t appreciated until the realization of their importance or value. Through literature, the author uses symbolism, comparisons, and theme to evaluate the importance of appreciation. The author, Benjamin Franklin, portrays meaning throughout the quote which relates to appreciating what you have. People don’t realize what they have until it’s gone. When it’s gone, then you realize the importance of what you had. In a specific case in which the possession is a valued item, you tend to realize how much better off you were once you had it. Also, if what the quote was referring to specifically was a person, you sometimes realize you love or miss that person more than you expected to. It doesn’t necessarily have to be a death, it could be someone leaving a job or moving. For example, I had an apple iPod. I didn’t really pay much attention to it. When I lost it, then I realized its value and importance to me. This quote is also based on taking every little chance you get. Taking risks could mean something as simple as trying new things. The author, Ben Franklin portrays different meanings throughout the quote which relates to appreciat ing what you have and taking risks. The water and the â€Å"well runs dry† are two symbols that represent a friend, family member, or possession that is important to you. Franklin uses the water to represent the value of that specific person or possession to you. The well is used to symbolize the source of your opportunities. Referring back to what I mentioned about the subject being a person, this loved one  could also be the source of your opportunities or education. â€Å"Until the well runs dry† could refer to that person leaving and taking an opportunity with them. For example, the water could be a teacher that’s trying to help you get into a good high school. But, you don’t think you need their help. If that person leaves and moves on, you might not have as good as an opportunity like you did before when they were helping you. You then start to realize that there help was very important. Other than being a person, the water could relate to a possession. As I mentioned before, when I lost my iPod, I realized its importance. The water and well could symbolize the wealthy versus the poor. In this situation the well, source of opportunities, would be different. Therefore, those two symbols fully symbolize the parting of a loved one, a lost possession, or an important opportunity up until the realization of its true value and meaning you. The author uses the comparison of the value of water to the well. He does this to explain that people take opportunities as well as other people for granted. With this comparison, the subject must be an individual. For example, to a friendship situation, a friend could be taken for granted if you assume that he will always be ready to help you out even if you aren’t always ready to help him or her. Another example is an employee could be taken for granted by an employer, who makes no effort (such as raises in pay) to reward the employers long and faithful service. The theme of this quote is appreciation, which is basically similar to the meaning. Another theme that can be analyzed from the quote is taking people for granted. Taken for granted is like when you have something really special or important but you don’t notice it. Also, grabbing opportunities while you can plays a big part in taking things for granted. For example, I wanted to join the recycling team. But, I kept stalling and not filling out the paper. As a result, the opportunity passed me by and I could no longer join. Franklin’s words personally relate to human experiences. As I stated earlier, I had an iPod but didn’t realize how valuable it was to me until I misplaced it. This quote relates to life in different ways. Taking advantage of a  parent or teacher is one of these ways. For example, I depend on your mom or dad for almost everything. If something happens and I’m mad at them, I sometimes wish things you don’t mean. If they unexpectedly leave, I will then realize the importance of their role in my life. Franklin’s words connect to human experiences in various ways. This quote by Ben Franklin does not only relate to personal experience but also connects to the community + world. It connects to the community because people in a community or learning environment could take advantage of a teacher, or appreciate them more when they’re gone. For example, at my dance ministry we have a dance coordinator, Ms. Ferdinand. Sometimes some of the girls don’t really agree with her decisions. But, if one day she decided to leave the ministry in the hands of someone else, they may not like it. That person may be very different from what we are used to. Another example could be some students hating a teacher. These examples have the same concept. If the teacher leaves they might not like the one that replaces them. When I was at dream yesterday, a student said â€Å"Is Mr. Sue, the math teacher, coming back?† The English teacher answered â€Å"Probably not†. The student then went on to say† I like him better than the new teacher†. The class then agreed with him. But, most of the kids in the class didn’t really like Mr. Sue when he was around. They then realized that his method of teaching was more understandable than the one we have now. The English teacher then said† you never appreciate the value of water, until the well runs dry. Think about that† I said to her â€Å"I am analyzing that quote in ELA†. Therefore, they learned that they didn’t really appreciate Mr. Sue until he was gone. â€Å"We never appreciate the value of water until the well runs dry†. The words in this quote written by Benjamin Franklin invite the reader to take a deeper more insightful glance into how possessions and people aren’t appreciated until the realization of their importance or value. A final example could be that when famous singers die, there music gets even more popular. This quote by Benjamin Franklin portrays meaning with relates to grabbing opportunities, appreciation, and taking things for granted.

Narrative Observation of a Child Essay

Mother enters the room with takeaway from KFC and places it on the dining table. Subhaan (3:5) is the first child to approach the table and sit down on the seat. While aunt takes out food from the carrier bags, she asks Subhaan, â€Å"Is that your plate?† Subhaan replies â€Å"Yeah† and right before the aunt is about to put the food on his plate he immediately says†No, is that mine?. Aunt replies, â€Å"Yes† and places his meal on the plate. Subhaan sat on his knees and started bouncing on them as he picked two french fries to eat. While the aunt is emptying the bags, Subhaan stands on his knees and peeks into the carrier bags then sits back down to eat his food. Aunt ignores him as she continues talking to Subhaan’s mother. Subhaan attempts to pull out a paper cup from the stack and then hold it in both his hands. Ayesha (5:0) asks Subhaan, â€Å"Do you want water?† to which Subhaan holds up his empty paper cup and replies, â€Å"No, this is mine†. He starts playing with his cup as he tries to hold it to his mouth and then placed it on his eye, pretending it was a telescope, Subhaan started scanning the room from side to side. Subhaan puts his empty cup down and grabs another bite. He then makes a cranky high pitched noise that grabbed his aunt’s attention who noticed he was pointing at his empty cup. The aunt poured the drink half full in the cup. He takes a sip and watches Ayesha eat her meal happily. Subhaan continues his meal bouncing while sitting on his knees and then swaying from side to side as he eats. Subhaan notices a sealed straw on the table, picks it and points it at his mother loudly saying, † Mama.. mama, please open†. During the period the mother and aunt are continuously involved in a table conversation. His mother takes the straw and starts unwrapping when Ayesha asks, â€Å"Mama, what does he need that for?†. Mother ignores Ayesha as she continues the conversation with the aunt. Subhaan starts chewing his food slowly and sits back in a lazy manner. He then sits up and starts reading the children’s meal box in front of him. He sits up on his knees again to be able to drink directly from the straw fixed in his cup to his mouth using just the index finger and thumb of his dominant hand (right-hand). He sits back down, shakes his head a few times then starts looking under the table. He sits back up and starts slapping the wall on his left. He pauses to look at everyone else at the table still busy with their conversation, then returns back to his meal box and peaks inside it. He pushes away the meal box and looks at his mother to see if she noticed. However the mother is still occupied socially with his aunt. Subhaan makes a random loud noise, â€Å"Tadaaaaaa!† which made his aunt notice him and puts his meal box infront of him again saying, â€Å"Subhaan, you haven’t finished†. Subhaan does not reply instead he sinks back in his chair. After a few seconds he sits back up and drinks directly from the straw without using his hands or fingers to touch the cup. Subhaan rotates on the chair turning his back towards the table and facing towards the tv lounge. Soon he starts to rock the chair slightly from side to side. He turns back around and get off his seat to approach his mother and say,† Mama, mama† Mother replied,† Yes, son?† Subhaan answered shyly, â€Å"Toilet† and ran off towards the door and takes a glance back to see if his mother is following him or not. Meanwhile everyone has finished their dinner and settle down in the tv lounge. Subhaan enters the room followed by his mother. He quickly runs up to the sofa to join Ayesha who is running up and down the two joined sofas while singing, â€Å"I like you- I like you- I love you-I like you†. Subhaan follows Ayesha jumping behind her while repeating what Ayesha is singing. Ayesha comes down from the sofa and starts dancing and singing on the floor. Subhaan stands on the sofa leaning slightly on the wall behind to watch what ayesha was doing next and then runs off to his mother sitting on the chair. Mother looks up at ayesha and says, † Ayesha take him up and change, I’m coming†. Subhaan walks towards the door and waits there for Ayesha but notices ayesha avoid her mothers orders, instead shows off a paper sailboat to her aunt. Aunt smiles and replies, â€Å"Thats nice! come on lets go upstairs now.† Subhaan watches as ayesha ends her play by bowing down t o the audience and says, † Thank you for listening to my song†. Subhaan grabs their attention by walking up to his aunt and saying, † I want something from upstairs, come†. He then open the door and runs off towards the stairs as his Aunt and Ayesha followed him. Subhaan stopped at the entrance of the room to look upto the light switch but Ayesha pushes him gently to push the button on herself. At the same moment he says, â€Å"Put the lights on† and when the light switches on he expresses by saying, â€Å"Ahhhh, yes†. He then walks towards the end of his bed while Ayesha invites their aunt in bowing down once again to say, † Happy†¦..umm happy gentlemen and, and ladies. Subhaan stands in the corner and looks at her carefully. At this time the observation came to its end at 8:25 pm. Evaluation: During the 25 minute observation Subhaan (3:6) showed almost continuous play activity demonstrating his physical development and fine motor skills like a typical child of his age. For the most part Subhaan was happy playing by himself showing both physical and imaginative skills in solitary play. According to Parten ‘Solitary Play’ (Hughes, 1991) is when a child plays by himself. Often in this form of play children develop play and activities generating from their imagination as children in the pre-operational stage have vast imagination that helps them revise, repeat or practise their knowledge and skills into a playful activity (Sheridan, 1997). As I observe Subhaan invest time and energy in play I can see him learn and develop concepts about movement, noises and skills. Most of the time Subhaan was involved in ‘Locomotor Play’, including exercise play (e.g bouncing, running, etc) (Hughes, 1991). His ability to be engaged in continous exercise play supports the muscular and motor development of children his age as they are able to move freely with pleasure and confidence in a range of ways ( L.Dryden et al, 2007).For example, Subhaan sits with his feet up on the seat and elevates himself by sitting on his knees and bouncing up and down and moving from side to side during his meal. â€Å"The rocking, bouncing, hanging upside-down, skipping and hopping with which young children often express their excitement and enthusiasm- stimulates the brain and has a role to play in its development† ( Elliot(1991) in L.Dryden, 2007). For children 2 to 4 years of age, Field (1994) reports physical activity play accounting for 10% of all day-care behaviour. Children his age also run skilfully and negotiate space successfully adjusting their speed or direction to avoid obstacles (L.Dryden et al, 2007). This was identified when in later part of the observation Subhaan followed his sister running up and down the sofa. He was seen carefully balancing himself and slowing down while negotiating space to pass by when he would face an intersection from his sister coming from the opposite direction in a narrow space to cross. At an another occasion I observed Subhaan’s the moving and handling skills similar to children his age when he jumps of the chair and land appropriately balanced on his two feet. Subhaan attempts to sit on the chair with his back towards the dining table folding his legs against the back of the chair. At this time he attempts to rock the chair and succeeds to balance the chair while sitting backwards. Once he has attempted and achieved the action two to three times,he no longer felt the need or urge to perform it again. Bateson’s (1976) view of such play is â€Å"scaffolding†: Play functions in skill assembly, and then is disassembled when the skill is mastered. This could also be relevant to the observation. In the initial part of the meal Subhaan used his right hand fingers to stabilise the straw so that he could put it in his mouth; however towards the end of the meal he manages to place the straw in his mouth and drink without using his hand and fingers to touch the cup or straw. Therefore the initial play helped Subhaan gain more control of his activity and action once its assembled. I also observed exercise play affect Subhaan’s cognitive performance as it lead to heightened arousal and hyper-activity as he experiments with different ways of moving. Without a break Subhaan was rocking, bouncing, looking under the table, peeking into the boxes. According to the â€Å"In-verted-U hypothesis (Easterbrook, 1959) moderate levels of arousal lead to better performance than highly increased arousals that may lead to narrowing of attention to the core tasks. In Subhaan’s case this can be eating and finishing his meal. However I observed that by breaking up cognitive tasks while exercise play, Subhaan found the specifically playfully nature of the break to be considered more important than the meal, table conversation or any other activity that was taking place around him. The effects on his cognitive behaviour mediated by breaks and enhanced attention seemed to depend on enhanced feelings of mastery, well-being, after exercise play. This was noticed when every time Subhaan would master a movement he would return to his meal and find satisfaction and interest in eating once again. On the other hand Subhaan also showed interest in play with sounds as he slaps the walls beside him a few times to register the noise/sound it made (L.Dryden, 2007). There was some evidence of ‘Symbolic Play’ (Piaget in Macleod-Brudenell & Kay, 2008) when Subhaan uses the paper cup as a microphone when he puts it over his mouth and then later as a pretend telescope when he places it on on of his eyes and scans the room around him from left to right. Apart from these observation I also noticed another very common attribute in Subhaan of children his age. He likes to get attention and often he made a loud sound or noise to attract an adult’s attention when he feels neglected. For example when he shouts, â€Å"Tadaaaa† or at other occasion he would resort to calling his mother a few times until she listens or approach an adult physically to grab their attention by touch; such as Subhaan approaching his aunt to convince her to go upstairs by saying, â€Å"I want something from upstairs†.However in a different time and setting , for example at the dining table during the meal, Subhaan showed the ability to distract himself when neglected or upset by engaing in new play activity (Lindon, 1996) I would conclude by saying that Subhaan is showing typical normative motor skills and level of play even if some behaviour towards the adults can be interruptive, it might be a way to seek attention or an attempt to engage in interactive form of play.