The Role of NGOs in the Maritime Industry and how they Influence Essay

The Role of NGOs in the Maritime Industry and how they Influence Policies concerning the Protection of Seafarers - Essay Example According to Alan (2005), IMO also has a council consisting of 40 members elected by the Assembly and acts as the governing body in between the assembly sessions preparing the work program and the budget for the Assembly. The main technical work is carried out by the Maritime Safety, Marine Environment Protection, Legal’ Technical Co-operation and Facilitation Committees, as well as, a number of sub-committees. IMO’s slogan summarises its objectives namely; safe, secure, and efficient shipping on clean oceans. IMO is currently headed by Koji Sekimizu. IMO is one of the smallest agencies in the United Nations both in terms of the staff numbers and budget. As such, the IMO Assembly approved a budget of over 64 million pounds for 2014 through 2015. However, the reason to this is that the costs are shared between the 170 member states in proportion to the size of each one’s fleet of the merchant ships. For more than two decades, the world has come to know the term â€Å"non-governmental organisation† and its acronym â€Å"NGO† and synonymously associated it to voluntary, advocacy, and philanthropic organisations safeguarding varied public interests in the fields of public health, human rights, environmental protection, global equity, and solidarity, humanitarian affairs, conservation, arms control and many more. The contribution of NGOs to the conservation and governance of oceans cannot be underestimated and continues to be extremely fundamental and far-reaching. The nature of the contributions by the NGO in marine governance, management, science, and conservation is as varied as the nature of the NGOs themselves. It is in line with Article 71 of the UN Charter that envisioned that The Economic and Social Council may make suitable arrangements for consultation with non-governmental organisations that concern themselves with matters of competence. Such

History of Unemployment in America Research Paper

History of Unemployment in America - Research Paper Example It has not always, however, been the wealthy and pretentious country it has been portrayed to be. Throughout its history, unemployment has been a figure of great concern. There have been periods of extremely low unemployment, followed by some alarmingly high periods of unemployment where even the most experienced and educated among us have struggled to find work. To progressively move towards a more free and prosperous country in the future, it is important to understand the historical trends of unemployment in America, the people affected, and the overall impact on American society in general. Historical Unemployment Trends in America Actual unemployment figures in the United States are only available from the 1940s onward, but we do know that American has went through cyclical trends of employment throughout its formation. As recently as 2009, the unemployment rate was over 10% and continuing to rise (Beyers, 2013). While many in the younger generation believe this was as bad as it has ever been, history certainly tells us otherwise. Interestingly enough, in the early days of America, employment was almost guaranteed. Simply considered the vast area of our land and couple that with the reality that the population of the country actually started off quite small, and America had the perfection economic and employment conditions under which to thrive (Closson, 1895). And, thrive the country did during those early years. There was so much to be done after the Revolutionary War that nearly anyone who wanted a job could have one. This was particularly true because of the agrarian nature of the early Republic. There were relatively few factories, so as soon as those were built and opened, much staff was needed. In addition, farming work in the late 1700s and 1800s was incredibly labor intensive, so the job that takes one person today required as many at 50 a few hundred years ago. As such, unemployment was basically unheard of and not even counted for nearly 180 yea rs after America gained its independence (Closson, 1895). As America began to expand, the need for laborers expanded right along with it. Consider the Homestead Act of 1862. This government policy gave every adult American up to 160 acres of public land, with the one provision that they agreed to cultivate and put it to use within five years. This created a renewed vigor and America that was based on expansionary and visionary thinking (Closson, 1895). Because of this, once again, more people were needed to cultivate the land given out nationwide than there was actually available in the workforce. Even Americans who were considered down on their luck during this time period quickly discovered that they had more ‘job’ offers that they could imagine. The mood in the country was quite bright as employment was high, and the possibilities seemed limitless. Again, there was no perceived need to count unemployment due to the fact that everyone who desired a job had one. As the land began to become cultivated, however, and the industrial revolution began to sweep through America, changes were certainly on the horizon. It should be pointed out that farming work, and cultivating land, did not pay much and it became increasingly difficult to sustain a family on somebody else’s land. As such, as soon as factories began to be built in full force in the latter part of the 17th and salty 18th centuries, there was a mass migration

Occupied America Essay Example for Free

Occupied America Essay The logic of â€Å"Not just pyramids, Explorers, and Heroes.† The main purpose of this chapter is to explain the evolution of the Mesoamerica civilizations through the Preclassical and Postclassical periods, explain the evolution and impact that agriculture had during the first stages of the civilization and how that fact was the main factor of the change from nomads to sedentary and also to describe the changes in the development of the classes and differences of gender and the creation of the â€Å"cities† and urban centers. Everything explained chronologically to a better understand of the topic, evaluating every aspect of the culture, as the author says â€Å"Time represents the knowledge a people have accumulate.† (2) What the author was question I think in this chapter was the main characteristics of the most important or more highlighted cultures in Mesoamerica, talking also briefly about the similarities whit other civilizations around the world but putting more attention that what the â€Å"evolution† or progress of people in Mesoamerica means because he talks from the Olmecas to the Aztecs and some other cultures that were an important part of the history of those civilizations and the generation of a new urban population as stated â€Å"Food surpluses made possible â€Å"specialization of labor† and the development of complex social institutions such as organized religion and education.† (2) I do believe that the most important information that we have to remember are not necessarily the exact time or the exact characteristics of each civilization but which one was first and which one appeared later chronologically, by an example knowing that the Olmeca’s are known as the mother culture because it is known as the oldest culture of all, and then the Mayas appeared with some similarities in their hieroglyphics and some traditions, or as how the religion and beliefs about Quetzalcoatl of the mother culture was expanded towards some other civilizations of Mesoamerica, and not stopping here but also remembering the importance of each of one and also their differences. Getting to understand their progress through the time, and how this civilizations developed a new urban system by creating centers and actual cities formed not only by pyramids but also homes and schools, how is that their progress created a society that advanced. And also the changes every culture ha d by how the hierarchies worked and how some people were more powerful than others by the â€Å"primogenitor† right.

PhD Proposal Writing | Contributing to knowledge

PhD Proposal Writing | Contributing to knowledge To define an original contribution to knowledge in the context of PhD studies is complicated. In one sense, it can be seen as something which someone else has not done before and requires a large amount of innovation and commitment from the researcher. Gall et al. (1996:47) noted that the imagination and insight that goes into defining the research problem usually determines the ultimate value of a research study more than any other factor. This definition however may be construed as too broad and can be complimented by the reasoning given by Grix (2001) who says that a substantial contribution to knowledge means you must have produced original research on a given topic and embedded it firmly in the received wisdom of a particular field To pin point a definition for an original contribution to knowledge is difficult. However, Madsen (1983:25) offers the following as a possible start: Original means the potential to do at least one of the following: uncover new facts or principles, suggest relationships that were previously unrecognized, challenge existing truths or assumptions, afford new insights into little-understood phenomena, or suggest new interpretations of known facts that can alter mans perception of the world around him. It is widely agreed within academic fields that a contribution to knowledge may be achieved through a number of ways. Frances (1976) pinpoints eight ways in which originality can be achieved. However, Estelle and Derek (2010) only concur with six of these points which are as follows: Setting down a major piece of new information in writing for the first time; Continuing a previously original piece of work; Carrying out original work designed by the supervisor; Providing a single original technique, observation, or result in an otherwise unoriginal but competent piece of research; Having many original ideas, methods, and interpretations all performed by others under the direction of the postgraduate; Showing originality in testing somebody elses ideas. Fundamentally, an original contribution to knowledge can be seen as an ambiguous statement or process as it can be interpreted by different people in a variety of ways. Dunleavy (2003) expresses concerns regarding overstating the originality of the research and emphasises the need to balance innovation against the subject context. He goes on to suggest that the best way to proceed in research is to think of the contribution as value-added. He clarifies this by saying, Focusing on your own value added means keeping a critical eye on the extent to which you have transformed or enhanced or differentiated the starting materials of your analysis. He also goes on to say that, It also means retaining strong relational patterns of argument in which you appropriately acknowledge the extent to which you draw on the existing literature. The importance of reading literature in the chosen area of research cannot be over emphasised. Without this fundamental grounding of knowledge, a serious student cannot begin to propose an original contribution to knowledge. Without having a working understanding of the literature in their field, it is made more difficult for students to refine a researchable topic and then subsequently contribute original knowledge. Knowledge of the field is critical and includes knowing what has already been done, what the current hot topics are and projected issues and trends. Ultimately, researchers need to understand what has already been accomplished before attempting to add their own contribution to the field. Consideration must be given to any personal relevancy the proposed topic holds for the student and what area of their study would represent the biggest contributions of their work. When researching the literature, it is important to keep in mind such questions as: Is there any controversy or inconsistencies in the research or data? Does a deficiency appear in the literature on a particular topic? From a historical perspective, how has the field arrived at its present level of understanding the phenomenon that is being pursued? Broader topics are probably more helpful because the broader the topic is, the more numerous are the kinds of research questions that can be asked (Crowl, 1996:20). During the processes of PhD studies and writings, students can only make initial proposals as to what they perceive as original contributions. However, as time progresses and more literature is explored, these initial proposals will change if it is discovered that there has already been some research of a similar nature, and therefore if the initial proposals do not adapt, new ones are creased in their place. Put succinctly, it means not just passively following the authors train of thought but more importantly, it means anticipating where the authors line of argument leads, considering alternative extensions and constructing your own framework that covers these possibilities. Some of the best ideas are born this way. (Krathwohl, 1994:29) Relating this contextually, my PhD research is in the area of Dyslexia in the public and private sectors and its affect on policy making and implementation. The topic chosen is still broad in terms of the area I may investigate. However the focus of my research is narrowing as more literature is read and evaluated. After discussions with my Supervisor who is a specialist in Diversity and Equalities, my research will also attempt to grasp what the perceptions are of dyslexia in the public and private sectors and will see how these mind sets influence the decisions of various departments and relationships within the business and public sectors. An area I am also keen to investigate is the education of staff and the general public through schooling and awareness programmes and other media. From the literature that I have reviewed to date, I know that there has been little research undertaken with regards to dyslexia policies in the educational sector. What has been researched quite extensively is the educational policies which relate primarily to primary and secondary education. There has been little discussion relating to dyslexia during college and university participation. Therefore, I know that any theories I have surrounding higher education and any research I wish to initiate will most likely result in an original contribution to knowledge. There has been next to no academic writing about dyslexia policies in the private sector which gives me, as a researcher, a good opportunity to offer some original contribution to knowledge to this field. What has been written in this field focuses primarily on what is required to comply with national legislation and European law. Drake (1999) summarises policies and laws simply by stating, à ¢Ã¢â€š ¬Ã‚ ¦ prevailing norms and values reflect the interests of the majority and may subordinate those of the minority. I agree with this statement but wish to find out just how much this holds true in the context of public and private sectors. What has generally been written about dyslexia in the public and private sector areas has been more from a social sciences view stemming from definitions of dyslexia as opposed to stemming from the more business minded and practical view which focuses more on a persons ability to do jobs and the influence this has on company and or educational policies. Therefore, in an area which has been under explored and scrutinised, the research I propose to carry out will be original as it will produce new theories as to why dyslexia is barely acknowledge in these areas, along with new insights into how the current policy systems are produced and operated and possibly where new systems and legislation would be beneficial. There will be an obvious flourish of new ideas and arguments which accompany any original contribution, as well as an opportunity to apply any existing ideas in general literature to the new area of study. This is important in my field, as dyslexia in itself, as a form of disability can be controversial and any new ideas and hypothesis made will be cause for debate and allow past discussions to be revisited. This is also important in the development of original contributions as this will allow any theories created to adapt and grow. Apart from my own literature search, by speaking with other academics in my specific field, I can gain access to a whole new level of expertise and academic knowledge. This will give me the opportunity to test their knowledge of my chosen area of diversity and tap into their resources. Additionally, they will also be able to aide in identifying if my chosen topic has been previously mentioned in any literature that they have read. Academics will not be the only resource I will be able to tap throughout my investigations, as I will also have access to many other resources such as peers, advisors, supervisors, university staff and government offices. Other resources will follow as my research develops. Despite the obvious views of original contributions to knowledge, other questions still remain. One example of this is when a student continues a previously original piece of work, is it truly original? The answer would be in the affirmative in the following cases; for example, if the direct result were to produce new theoretical interpretation to an already given state; to extend, qualify, elaborate existing work; or even create a new research design and/or methodology for research. The latter example would clearly have an impact on any work that I was to produce. This form of original contribution to knowledge is popular when covering an already highly researched area. This allows the researcher to explore areas which have already been explored but have the possibilities to be interpreted in different ways. Also, when a theoretical model is brought from one discipline and applied to another discipline, it can create many interesting results. In the context of my research, there has been one author who has looked generally on policies surrounding disabilities, all be it more substantially from a political (government) viewpoint. However he does not go into detail on dyslexia specifically as this is not the focus of his research when making the general link to companies. What he has passingly touched on in the case of dyslexia would be something I would like to investigate further in my own research. The specific case is the reactions of the managers in companies towards disabled employees. In my research however, I would more specifically want to look at dyslexics. Another area of interest in my chosen topic has been that indirectly covered by wildlife experts. There have been many links made regarding the relationship that exists between mankind and animals, and I believe there are still many more links to be made. For example, if one animal is perceived to be different, then it is often excluded from the group or pack. This link can be made with people. When someone is perceived as different, they can often be persecuted directly or indirectly. This may involve a lowering of self worth or esteem and lead to social exclusion. There can be many assumptions as to why this is, and there are already existing theories with regards to animal behaviour. Therefore I would like to use these theories in a different field/context which again substantiates an original contribution to knowledge. Other areas of originality can be highlighted with fresh data which can lead directly into critical appraisal of previous work. Care needs to be taken not to re-create previous works, or have something which is too closely associated with a previous research specimen. A whole new stance needs to be taken. When a student, using fresh data, undertakes further research of a topic previously covered ten years earlier, there is a strong chance that the results now would differ. This could tentatively lead on to a new theory being uncovered as to the reason behind the change and would thus be considered as another original contribution to knowledge. If during my research I find that an area I wish to explore has already been covered, and yet I find myself disagreeing with the outcomes from the findings I have made, I would gather more data, if time permitted, which would allow me to critically appraise that piece of work with new findings. For example, if twenty years ago research formulated a theory covering managers reactions to disabled people in the banking industry, I would have no hesitation in contemplating further research in this area considering the drastic change in law, disability policies and banking practices over the intervening years. However, if all the work presented is relatively recent, yet I find myself disagreeing with the analysis, my original contribution could be a new analysis and new outcome from the existing data. This in turn could lead onto a fresh theoretical interpretation and even prompt a new analysis and new results derived from the old data. No matter how a research student deduces whether or not they have made an original contribution to knowledge, what matters is that there is a support structure in place to help and guide them. Mauch and Birch (1989) constructed a series of questions to guide researchers when trying to determine the relative strength of research topics, which in my opinion goes hand in hand with original knowledge contribution. Some of the questions highlighted by Mauch and Birch are as follows: 1. Is there current interest in this topic in your field? 2. Is there a gap in knowledge that work on this topic could fill? 3. Is it possible to focus on a small enough segment of this particular topic to make it manageable? 4. Can you envision a way to study the topic that will allow conclusions to be drawn with substantial objectivity? 5. Is the data collection (i.e., test, questionnaire, interviews, etc.) acceptable to your advisor and in your department? 6. Is there a body of literature relevant to the topic? 7. Is a search of the topic manageable? 8. Are there large problems to be surmounted in working in this topic? Can you handle them? Do you want to handle them? 9. Are the needed data easily accessible? Will you have control of the data? Placing the above in context, I can determine whether or not my own research ticks the boxes of this checklist and therefore can ascertain, in another way, whether or not my own work can be considered an original contribution to knowledge. In the instance of the first question, this is irrelevant to an original contribution. However, it does help make the process of PhD writing easier if there is interest and it is therefore a good starting point for a structure. The answer is yes. Interest in disabilities, although diminishing into the background of public awareness over recent years, is still there in the academic world. The second question is vital to original contributions to knowledge as previously discussed. Again, the answer is yes. The area of research I have chosen has been under researched and is therefore a treasure trove waiting to be explored further. Questions 3 to 5 along with 7 and 9 are more focused in and around managing the actual research and data collection. Although not immediately linked to the original contribution to knowledge, they do play a factor in deciding whether or not an area should be further investigated. Question 6 focuses on literature which we have established as being paramount to ascertaining an original contribution to knowledge. In my context, there is literature surrounding dyslexia but more from a sociological perspective. So far in my literature investigations I have not uncovered anything alluding to the subject area I wish to investigate. The final relevant question, number 8, can challenge a researcher when confronted with an original contribution to knowledge in a controversial area. Is it something a first time researcher wants to investigate or is it best left until another opportunity arises in the future? Not only is this an issue, this question also raises further questions about other issues. For example, ethical issues. When thinking about an original contribution to knowledge, a researcher must also take other factors into consideration. Ultimately, the topics surrounding What is an original contribution to knowledge are still quite broad and all encompassing, but with guidance from supervisors and the numerous books available, researchers, including myself, should not have any serious difficulty finding an original contribution to knowledge. A succinct summary for the process of thinking about an original contribution to knowledge is nicely stated by Rojewski in Farmer, E. I., Rojewski, J. W. (2001), Its been almost two weeks now. You spend what seems like, every waking moment thinking about it. And yet, still nothing. In a cruel twist of fate, it seems that the more time you spend thinking about it the more elusive the answer becomes. Why cant someone just give it to you already and then you can be done with it!

Hunting is a Crime, Not a Sport :: English Literature Essays

How many animals will be slaughtered before it is decided too many are dead? Will species die out and fade into obscurity? Isn't it our job to prevent this from occurring? With the large prevalence of hunters in today's world, it is time to define what hunting is. Hunting is not a sport due to the waste of precious animal lives, moral ethics, and its inability to follow the definition of a sport. The dictionary defines a sport as "an activity involving physical exertion and skill that is governed by a set of rules and often undertaken competitively"(Dictionary.com). Under this definition, hunting is considered a sport, although this definition seems to be lacking a few main points. When surveyed, many people thought that a sport should be fair to both sides. There should always be a chance for the other team to win, otherwise there would not be a point. Also, a sport should be fun for both sides. If it is not, then the sport stops being recreational. A third addition is the fact that people participate in sports by choice. An animal does not choose to be hunted, it is chosen by the hunter. Therefore, looking at the new definition, it would seem that hunting is no longer a sport: it is unfair to the animal, the animal is definitely not having fun and the animal has absolutely no choice about participating. In previous centuries, First Nations peoples hunted animals throughout Canada. When they killed an animal, they would honour its spirit. This was done because they believed that all creatures, including humans, were equal in life. One of the ways they honoured the animal's spirit was to use every portion of the body. They would use the skin for clothing or shelter, the stomach for cooking, the meat for eating and many other portions for various uses. They would waste nothing, and this practice continued for hundreds of years. It still exists today. Many modern day sport hunters do not follow this ideal. A lot of hunters stuff and mount their kills as trophies, or decorations. This is a waste of the animal. Before the dead animal is stuffed, the taxidermist removes the internal organs and scrapes the skin clean. The waste is then dumped into a garbage bin and disposed of. This is an enormous waste of the animal. While some hunters do eat the animals they kill, and use most of it, the majority do not.

Urban Legend of the Kidney Thieves Essay -- Urban Legends

The Kidney Thieves Urban legends are apocryphal stories involving incidents of the recent past, often including elements of humor and horror that spread quickly and are popularly believed to be true (1). They reflect society's deepest fears and anxieties. One urban legend can be retold with different settings and people, but the central theme or idea remains constant. The appeal of these legends is the possibility they can be true and that they bring out the listeners' deepest fears. The storyteller in the following urban legend is a nineteen-year old man from Annapolis, Maryland. He is currently a freshman at the University, majoring in mechanical engineering. His mother is a nurse and his father, a dentist. One dark Thursday night, he sits me down in his dorm and tells me a chilling story in a hushed tone: A couple years ago a friend of one of my best friends traveled to L.A. on a business trip. One night he went to a bar that reminded him of one back in Annapolis. He went in and played a round of pool and won--the guy he beat offered him a round of drinks and they got to talking. They talked about home and after a few more drinks, Bob lost track of time. The last thing he remembers is deciding to call it a night before everything went black. The next thing he knew he woke up in a strange hotel room with a pain in his lower back. He went to see a doctor who told him that he had had major surgery, and one of his kidneys had been removed cleanly and professionally. HISTORY While seemingly not a tale of the supernatural or of ghosts, this story definitely includes elements of the uncanny. Many versions of this story are circulated, and one potential source for the story dates to 1988. In 1989, ... ...nce to decide exactly who these menacing â€Å"kidney thieves† are. Works Cited (1) Webster's New Millennium Dictionary of English, Preview Edition. Lexico Publishing Group, 2004. http://dictionary.reference.com/search?q=urban%20legend. (2) Mikkelson, Barbara and David P. You’ve Got to be Kidneying. Urban Legends Reference Pages, 2004. http://www.snopes.com/horrors/robbery/kidney.htm. (3) Emery, David. The Kidney Snatchers. About Inc, 2005. http://urbanlegends.about.com/library/weekly/aa062997b.htm. (4) Mikkelson, Barbara and David P. Organ Nicked: Vegetable. Urban Legends Reference Pages, 2004. http://www.snopes.com/horrors/robbery/kidney2.htm. (5) NIH Publication No. 03–4241. Your Kidneys and How They Work. National Kidney and Urologic Diseases Information Clearinghouse, 2003. http://kidney.niddk.nih.gov/kudiseases/pubs/yourkidneys/

The Color

The Color in a space gives more depth and mood to it .When perceived by a person, psychological effects and reactions are made on him or her due to the physiology of color. According to child psychologist Jean Piaget (1954), children during preoperational period (Age 2-7) communicate more with colour than language. He further explains the importance of colour in sensory & cognitive development of a child during this period. Despite of being the most deeply affected group of users, children are presently the least able to influence the design of their own environment. Not only are children seldom consulted about these matters; their needs are often forgotten when such facilities are being designed. Architects design environments which uplift the spirit and enhance sense of well being for People. They are able to modify the way a person would perceive, think about and behave in an environment. In this case Architects have a greater responsibility in shaping the built environment of the Kindergarten where the primary user is the child (Age 2  ½ -5). Since the early education methods are based on principles of child psychology, environments of early learning and the colours used for its ambiance are interrelated and play a vital role in child development. Hereby it is important to understand the type of color combinations required as spatial characteristics to fulfill the needs of Kindergarten activity and to discuss in what extent it is achieved in the Sri Lankan context.CHAPTER 1INTRODUCTION Chapter 1 gives a background of the study, which will establish its needs, objectives, scope and limitations, method and benefits. Background to the subject The manner in which we experience the sense of being in the world has been driven by a pure sensory understanding. Human contact in the world is through the sensory organs that respond through tactile, visual and audible means of the physical environment. Amongst these, colour plays a significant role in visual transfer of information from the surroundings to the perceiver. Colour is first and foremost an experience which permits human beings to enhance the total experience of the world around them. The ability to use the sense of color to an advantage in visual arts, clothing, external architecture, landscape architecture and interior architecture is one of the distinctive features of the human kind (Kuehni, 1983). Unlike the adult human who comprehends his external environment within a complex array of experiences children are mostly extroverted by nature: they not only absorb the many avenues of interest in the environment, but also experience the many emotions it evokes with candour and eagerness. As young children are instantly attracted to colour, it is recognised as one of the best mediums through which they can represent the feelings they realise. (Birren, F., 1976) Faber Birren (1988) states that Children's responses are more colour dominant than form dominant: hence its application in the spaces that children occupy requires a conscious effort. Accordingly learning spaces, such as preschools, colored appropriately, provides an unthreatening environment to the child that improves visual processing, reduces stress, and challenges brain development through visual stimulation/relationships and pattern seeking. (Simmons, 1995).Use of color in early learning spaceAlthough the use of color becomes a very sensitive and important application in preschool environments, is it is wrongly considered a surface application than an actual design element which addresses functional, aesthetical and psychological aspects, of the user. . Therefore it is important to understand that a colourful space does not necessarily provide the appropriate solutions as one would assume a colorless space would not. â€Å"Color for the sake of color accomplishes little that is constructive, just as bleak environments accomplish nothing constructive either† (Mahnke, 1996, p.180). Research has demonstrated that specific colors and patterns directly influence the health, morale, emotions, behavior, and performance of learners, depending on the individual's culture, age, gender, and developmental level, the subject being studied, and the activity being conducted. Mahnke F.H. (1996) states the use of preferred colors and color schemes in preschool environments increases the attractiveness and the sense of belongingness. Producing a fruitful and enjoyable education process†¦ Therefore Children's preference for color should be carefully regarded in the colour application of preschools. 1.2 Objective of the study The main objective of this study is to analyze the use of colour in early learning spaces and its contribution to the kindergarten concept of ‘learning through play'. While it is apparent that color in child environments are necessary what is less clear is the combinations and variations that work as stimuli in a kindergarten environment and work positively towards the learning activity of the child. Moreover, this main objective can be further detailed with the following.To analyze color preferences of preschool children, in relation to age and gender.To analyze the use of color through the identified principles and apply them to the â€Å"Learning through Play† method adopted in kindergartens.To discover how the use of colour in a pre-school environment particularly affects the kindergarten activity, the ambiance and the behavior of the child.  To identify possible colours and colour schemes with the aid of natural light conducive in creating an ideal kindergarten en vironment for â€Å"Learning through Play†.1.3 Methodology Initially the Kindergarten and early childhood education and the concept of ‘Learning through play' is studied through a literature survey referring to Local and international examples of kindergarten architecture to determine the nature or specific features of the spatial quality required. Subsequently theories and principles relevant to color for ‘Learning through play' is reviewed through literature in order to identify key principles relevant to the study: the main intent being to analyze colours and colour schemes used in kindergarten environments through which to establish the colour principles to be adhered in order to achieve the particular spatial quality required for ‘Learning through Play' Once established these factors form the basis for the examination and evaluation of case studies. The data researched to evaluate the key principles will be collected through a process of systematic observation during different times of the day and a field survey. The three case studies will be selected, investigated and analyses through derived principles which form the scheme of analysis: Accordingly, students of three kindergartens of Colombo District will be chosen: each study will contain different colour applications in specific identified areas: namely the classroom, play areas and the corridors which are then each tested against their colour preferences respectively. The results of the studies will then analyze. The research concludes with a discussion on how colour is manipulated and made meaningful in the Kindergarten concept of ‘Learning through play' with an emphasis on its effect on optimum learning. It further discusses other considerations such as location and the levels of light and glare that may be accountable for the variables observed in the study. 1.4 Scope and limitations Study is focused on identifying the â€Å"use of color† with regard to Child behavior patterns and the early learning spaces only. Further limitations of this dissertation are:The user group will be limited to the pre-operational period of childhood (2 1/2 – 5 year old children) of Nursery and kindergarten Method.Interpretation of Colour in Architecture would be confined to the Nursery and Kindergarten Method.Literature reviews on child based research and use of color on kindergarten environments.Case studies are analyzed based on accepted research, accepted theories on colour, childhood development and sensory perception without entering into a discussion on divergent views.Architectural benefits of the studyIdentify which color combinations are more suitable in a healthy learning environment for children.Create an opportunity for discussion to establish a perception on how to use color for early learning spaces.Create awareness for innovative use of color in the conte xt of early learning space design in Sri Lanka.