Personal Financial Plan

Individual Financial Plan Part 5 Sheri Mulder Personal Finance Age 30 Establish great credit and keep away from exorbitant obligation Invest forcefully for retirement Buy a first home and manufacture value Make a will and wellbeing mandates Age 30-45 Create a bequest plan. Purchase sufficient life and inability protection. Continue contributing however much as could reasonably be expected. Put something aside for youngsters' school. Age 45-65 Leverage top acquiring a very long time to fabricate budgetary security. Move retirement investment funds as vital. Survey bequest designs normally as resources develop and to reflect changing life conditions. Age 65 and beyondAppropriately rebalance advantages for oversee hazard. Make a move to limit home charges and encourage riches move to relatives. Ensure medical coverage is satisfactory. What was utilized to help build up the individual monetary arrangement was a site that had a case of a budgetary arrangement considering life-stage change s. The model was useful on the grounds that it demonstrated various ages of a person's life and what ought to be finished during those stages. The model was useful to utilize on the grounds that the model is fundamentally the same as the circumstance and way of life changes that are turning into an issue.The money related assets that would be utilized to help settle on monetary choices is get a credit from the bank for a home loan. Taking out a bank credit would possibly be utilized if there was a lot of cash required and there was insufficient set aside to utilize. It is critical to have a savings to depend on if there should be an occurrence of crises so an individual doesn't need to utilize money related assets to get the person in question out a crisis circumstance. Transient Goals Finishing school Increasing bank account Purchasing another vehicle Reducing high premium obligation Buy extra security Make plans for retirementIntermediate-Term Goals Paying off costly obligation Cr eating a backup stash to cover a year of costs Buying another vehicle Taking extraordinary get-away Long-Term Goals Own a home liberated from contract installments Own a getaway home in the mountains some place remote Accumulate enough assets to not need to work, however perhaps something low maintenance in the event that I get exhausted My own hazard resilience is exceptionally preservationist at this present snapshot of life. In spite of the fact that my time skyline has numerous years to contribute, at the present time the benefit level isn't sufficiently high to have especially left to contribute. My hazard olerance is additionally moderate due to absence of experience and information on contributing. Later on when there is a higher resource level, there could be a chance of recruiting an expert to help with a venture. My time skyline impacts my monetary arrangement in view of how long that there is left before retirement. The quantity of years that an individual has before reti rement is critical to decide how to put away and set aside cash. When of graduation, there ought to be near forty years to take on hazardous ventures. There will likewise be forty years to stack a portfolio with bonds and money. Income Statement Cash from net wages |43220 | |Cash paid for: | |Income assessments and findings |-8164 | |Mortgage |-7617 | |Food |-9600 | |Car costs |-7000 | |Clothing |-1800 | |Cell telephone |-1560 | |Internet and satellite TV |-1272 | Balance Sheet |Assets Liabilities | |Car $6,183|Student Loan $10,000 | |Savings $600 | |Total $6,783|Total $10,000 | |Net Worth ($3,217) | Personal Monthly Budget |Projected Monthly Income |$1,667. 28 | |Actual Monthly Income |$2,684. 00 | Housing |Housing |Projected Cost |Actual |Difference | |Mortgage |$934. 72 |$934. 2 |0 | |Phone |$130. 00 |$159. 00 |-29 | |Electric |$212. 00 |$212. 00 |0 | |Cable |$84. 00 |$84. 00 |0 | Start sparing, continue sparing, and adhere to your objectives Contribute to your employer’s retirement reserve funds plan Learn about your boss' annuity plan Don't contact your retirement investment funds Ask your boss to begin a planPut cash into an Individual Retirement Account Find out about your Social Security benefits Time estimation of cash impacts this piece of the arrangement on the grounds that the more extended cash is spared, the more it will be worth when an individual resigns. At the point when you set aside or put away cash, it will be worth more since it will pick up enthusiasm by contributing it. The prior an individual puts away or sets aside cash, the more drawn out that the measure of cash has the opportunity to pick up premium and increment in esteem. Works Cited https://ww3. janus. com/Janus/Retail/StaticPage? jsp=jsp/Common/JanusReportHTML. jsp&assetname=JanusReportThroughYears â€â€â€â€â€â€â€â€ |

Writing for Business an Example of the Topic Essay Types by

Composing for Business Composing for the scholastic condition is typically a matter of achieving or finishing an errand for class or for a particular subject. The final product will be to satisfy or fulfill some educational necessity, so as to effectively get through the class or course. Another consequence of such a composing is for the teacher or the educator to realize the amount you comprehend the subject, or for him of her to measure your degree of ability. Then again, when one composes for the expert or business condition, the outcome will be to satisfy a vocation or undertaking that has been appointed to an individual by reason of their particular position or occupation assignment. An expert or business correspondence might be a straightforward notice, a report, or could be an intricate and modern introduction of specialized and scientific information. For instance, an exhibition report might be given by the organization to its representatives, expressing how the previous sees the work done by the l ast mentioned. One consequence of an expert or business composing would be that the organization can work and play out its essential assignments. Such compositions help the different representatives of the organization so as to appropriately facilitate and cooperate, since every unit or worker will have the option to comprehend what the other is doing. Likewise, business composing might be routed to customers and clients. Here, the key is to know the point of view of the particular crowd you are tending to. This will guarantee that what you are composing is clear and will have the option to effectively get your back rub over. In the scholarly setting, the composing crowd might be one's teacher or educator, or even friends and individual understudies. For the expert setting, the crowd might be a chief or a predominant, individual laborers or workers, or some of the time it tends to be one's clients or customers. The event of composing for various crowds may fluctuate contingent upon the motivation behind the composition or correspondence. For instance, in both the scholastic and the expert setting, an introduction one has made might be seen or routed to a few people, in this manner making the composing accessible to various crowds. Ultimately, the reason for the composition or the correspondence will decide why the scholastic crowd or the expert crowd will peruse the particular archive one has composed. The wellsprings of proof for a scholarly work would rely upon the idea of the undertaking or task. For instance, an examination paper's sources could incorporate scholastic books, diary articles, measurable information, and other distributed works. A bookkeeping understudy who needs to finish a monetary record will require maybe records or books of record to have the option to do the calculations required. Then again, the wellsprings of proof for compositions for work may incorporate different reports or interchanges from associates, introductions, promoting information, and even office updates and guidelines. Obviously, the wellsprings of proof would at present rely upon the sort of thinking of one needs to do. There are a few hierarchical examples one can use recorded as a hard copy, and these are: request of significance, characterization, sequence, influence, thoroughly analyze, process examination, circumstances and logical results, issue arrangement and spatial request. These might be utilized both for scholastic and expert or business related composition; it would all rely upon the particular sort of keeping in touch with one is making, on the reason for such, or on the intended interest group. A scholarly composing may utilize look into, as when one needs to contrast distinctive bookkeeping strategies with discover the most productive and compelling device to utilize. A business related composing may utilize the procedure investigation, as when an organization might want to discover the productivity of its industrial facility or plant tasks. Need exposition test on Composing for Business theme? We will compose a custom exposition test explicitly for you Continue The configuration of the composing is significant on the grounds that it is the main thing the peruser or crowd will see; the visual appearance of the composing might possibly catch your crowds' consideration, making the composing either fruitful or tragically a disappointment. There are a few configuration techniques for the scholastic composition. The sort of arrangement one can utilize will depend, by and by, on the sort of work being done, on the reason, and on your intended interest group. A few instances of these organization strategies are the American Psychological Association Style (APA), the Modern Language Association Style (MLA), the Turabian Chicago Style (Turabian), the Oxford Reference Style, and the Harvard Reference Style. An examination paper or a postulation paper will normally necessitate that the essayist tail one of the arranging styles recorded previously. Then again, exposition home works, or a supposition or a discourse may not require the severe and inflexib le strategies for the one's above. Obviously, any scholarly composing will at present need to adhere to explicit directions or solicitations given by the teacher or educator. For an expert or business related composition, there is no particular organizing or composing styles to be followed. Be that as it may, basic practice in the business world has directed some adequate method of planning and composing proficient correspondences. One commonly begins with a header which contains to whom the composing is tended to and the motivation behind such. Next, there will be an initial section, which is considered as the principal power position, since this will be the part which might possibly snatch the crowd or peruser's consideration. It is then trailed by the body, containing the main part of the work, and which may likewise contain what is alluded to as the cemetery, which are specialized things or language which should be a piece of the composition yet might be too exhausting to even think about catching the perusers consideration. This is then trailed by the end section, which is the subsequent force position, which sums up your composition and accentuation key focuses. Composing for class or for a scholastic setting would customarily rely first upon the subject of the class, and second on the directions of the educator or teacher. For the expert setting, the composing will rely upon the errand or occupation given, the reason and the intended interest group. A scholastic composing quite often will tail one of the composing styles or configurations recorded above; while an expert composing will generally be the regular notice or report, like what was plot being referred to #5. A scholastic compositions' crowd might be restricted to the educator or teacher, and once in a while friends and individual colleagues; while an expert composing's may incorporate unrivaled, other collaborators, or your client or customers. Reference Sheila C Crowell; Ellen Kolba The exposition New York : Educational Design, 2001. Ricky W Griffin; Ronald J Ebert Business Toronto : Pearson Canada, 2014.

Radioactive Chemicals and Cigarettes

Radioactive Chemicals and Cigarettes Addiction Nicotine Use The Inside of Cigarettes Print Radioactive Chemicals and Cigarettes By Terry Martin facebook twitter Terry Martin quit smoking after 26 years and is now an advocate for those seeking freedom from nicotine addiction. Learn about our editorial policy Terry Martin Medically reviewed by Medically reviewed by Sanja Jelic, MD on February 22, 2017 Sanja Jelic, MD, is board-certified in sleep medicine, critical care medicine, pulmonary disease, and internal medicine.   Learn about our Medical Review Board Sanja Jelic, MD Updated on January 07, 2020 Yagi Studios/Getty Images More in Addiction Nicotine Use The Inside of Cigarettes After You Quit How to Quit Smoking Nicotine Withdrawal Smoking-Related Diseases Alcohol Use Addictive Behaviors Drug Use Coping and Recovery As of Dec. 20, 2019, the new legal age limit is 21 years old for purchasing cigarettes, cigars, or any other tobacco products in the U.S. Most people, smokers and non-smokers alike, are surprised to learn that cigarette smoke contains radioactive particles. Even more shocking is the fact that when inhaled, these particles lodge in the lungs and stay there. Lead-210 (Pb-210) and polonium-210 (Po-210) are  poisonous, radioactive  heavy metals  that research has shown to be present in tobacco smoke. What are they and where do they come from? Understanding Lead-210 and Polonium-210 When  uranium, an ore that occurs in small amounts in nature, breaks down,  radium  is released as radon gas into the atmosphere. Once that occurs, radon gas decays quickly, producing lead-210 (Pb-210) and polonium-210 (Po-210), highly radioactive metals (known as radon decay products). Radon gas is the second leading cause of  lung cancer, claiming approximately 21,000 lives in the United States every year.  Cigarette smoking is the first, with approximately 158,080 lives lost to lung cancer annually in the U.S. Radon gas released from the soil can seep into buildings through cracks in the foundation. This is a concern in homes where we spend most of our time. If youre concerned about radon gas, look into having the air in your home tested and, if positive for radon, putting a venting measure in place. Radium is also present in phosphate fertilizers that are often used in tobacco farming and contributes to the amount of radioactive particles that are in contact with tobacco plants. How Lead-210 and Polonium-210 Get Into Tobacco As radium in the soil around tobacco plants releases radon gas, tiny lead and polonium particles float free and attach to bits of dust that are carried to the surface of tobacco leaves. These radioactive particles attach themselves to tobacco via the thousands of fine hairs covering the bottom surface of the leaves. In this way, radiation is  transported from the field to the processing plant. Once there, the tobacco leaves are washed, but  because Lead-210 and polonium-210 are both insoluble in water, the particles are not removed. Lead-210 and polonium-210 are present in finished tobacco products that go out to consumers.  In the case of cigarettes, these radioactive particles ultimately find a home in smokers lungs. In a study published in the American Journal of Public Health, researchers reviewed more than 1,500 tobacco industry documents. They discovered information that indicates the industry was aware of the dangers associated with polonium in cigarettes for over 40 years. They  hid their research in order to keep the public in the dark about radioactivity in cigarettes. What Happens When You Inhale Radioactive Metals? As a smoker breathes in cigarette smoke, lead-210 and polonium-210 stick to the  cigarette tar  that collects at the junctions of air passages within the lungs  called  bronchioles. Studies have shown that lead-210 and polonium-210 build-up at these locations and over time produce radioactive hot spots. In particular, polonium-210  emits alpha-radiation, which can seriously damage DNA. Inhaling lead-210 and polonium-210 is a significant risk factor for  lung cancer  because the build-up of radioactive particles in the lungs of smokers is cumulative and permanent. Radiation absorbed into the body is measured in units called rads.  Research has  shown that 15 rads of polonium  in lab mice can cause lung cancer. That amounts to about one-fifth of the rads absorbed by a smoker who smoked 2 packs a day for 25 years. Scientists looking at the lung tissue of smokers who  have died of lung cancer found that in most instances,  80 to 100 rads of polonium-210 had accumulated in the tissue. Secondhand Smoke Is Radioactive, Too Anyone who breathes in secondhand smoke exposes their lungs to the same toxic heavy metals that are associated with causing lung cancer in smokers. Approximately 7,330 lung cancer deaths in the United States today are caused by secondhand smoke. Further, these toxins are just two of the hundreds of poisonous and/or carcinogenic chemicals present in cigarette smoke. Dont Forget About the Toxins in Thirdhand Smoke Thirdhand smoke is the particulate residue from cigarette smoke that lingers in the air and settles on surfaces in enclosed spaces. It carries all of the same dangerous toxins that mainstream and secondhand smoke do, and is a particular threat to young children, who may touch tainted surfaces and then put their fingers in their mouths. Polonium-210 cannot be absorbed into the body from contact with  intact skin or mucous membranes. However, in the case of secondhand smoke, it is hazardous when inhaled, and thirdhand smoke, when ingested. A Word From Verywell To date, scientists have discovered  more than 7,000 chemicals, including 250 poisonous and 70 carcinogenic compounds,  in cigarettes and cigarette smoke. Some chemicals are byproducts of combustion, some are  additives that tobacco manufacturers use  to affect the taste, burn time, and more. Tobacco is responsible for more than 440,000 deaths in the United States each year. Around the world, that number rises to 6 million, including more than half a million non-smokers who were exposed to  secondhand smoke. The toxins in cigarettes and cigarette smoke cause numerous types of cancer, heart disease, and COPD. Radiation plays a deadly role as well. There is no safe level of exposure to cigarette smoke. If youre not a smoker but are exposed to cigarette smoke in enclosed spaces, you face similar risks that smokers do, including lung cancer and other smoking-related cancers. Stay away from cigarette smoke. And if you smoke, the best thing you can do for yourself is quit. Learn what you can expect when you quit smoking and what you can do  to minimize the discomforts that come with  nicotine withdrawal. Also, find a support group. There is nothing better than the help and camaraderie that comes when you connect with  people who understand what youre going through when you quit smoking. Heres the bottom line:  dont fear quitting and dont put it off. The sooner you get started, the less the damage to your health.

Information on Arizona Education and Schools

When it comes to education and schools, each state takes its own unique approach. For the most part, state governments and local school boards develop educational policy and mandates that shape education and schools within state and local boundaries. Though there is some Federal oversight, most highly debated education regulations are shaped more closely to home. Trending educational topics such as charter schools, standardized testing, school vouchers, teacher evaluations, and state adopted standards typically align with the controlling political parties philosophy. These differences have made it difficult to compare education and schools between states accurately.   They also ensure that a student living in a particular state will be receiving at least a somewhat different education that a like student in a surrounding state. There are many data points that can be used to compare education and schools among states. Though it is a difficult endeavor, you can begin to see differences in educational quality by looking at shared data in regards to education and schools among all states. This profile of education and schools focuses on the state of Arizona. Arizona Education and Schools Arizona State Department of Education Arizona State Superintendent of Schools:  Diane Douglas District/School Information Length of School Year: A minimum of 180 school days is required by Arizona state law. Number of Public School Districts: There are 227 public school districts in Arizona. **** Number of Public Schools: There are 2421 public schools in Arizona. **** Number of Students Served in Public Schools: There are 1,080,319 public school students in Arizona. **** Number of Teachers in Public Schools: There are 50,800 public school teachers in Arizona.**** Number of Charter Schools: There are 567 charter schools in Arizona. Per Pupil Spending: Arizona spends $7,737 per pupil in public education. **** Average Class Size: The average class size In Arizona is 21.2 students per 1 teacher. **** % of Title I Schools: 95.6% of schools in Arizona are Title I Schools.**** % With Individualized Education Programs (IEP): 11.7% of students in Arizona are on IEPs. **** % in Limited-English Proficiency Programs: 7.0% of students in Arizona are in limited-English Proficient Programs.**** % of Student Eligible for Free/Reduced Lunches: 47.4% of student in Arizona schools are eligible for free/reduced lunches.**** Ethnic/Racial Student Breakdown**** White: 42.1% Black: 5.3% Hispanic: 42.8% Asian: 2.7% Pacific Islander: 0.2% American Indian/Alaskan Native: 5.0% School Assessment Data Graduation Rate: 74.7% of all students entering high school in Arizona graduate. ** Average ACT/SAT score: Average ACT Composite Score: 19.9*** Average Combined SAT Score: 1552***** 8th-grade NAEP assessment scores:**** Math: 283 is the scaled score for 8th-grade students in Arizona. The U.S. average was 281. Reading: 263 is the scaled score for 8th-grade students in Arizona. The U.S. average was 264. % of Students Who Attend College after High School: 57.9% of students in Arizona go on to attend some level of college. *** Private Schools Number of Private Schools: There are 328 private schools in Arizona.* Number of Students Served in Private Schools: There are 54,084 private school students in Arizona.* Homeschooling Number of Students Served Through Homeschooling: There were an estimated 33,965 students that were homeschooled in Arizona in 2015.# Teacher Pay The average teacher pay for the state of Arizona was $49,885 in 2013.## Each individual district in the state of Arizona negotiates teacher salaries and establishes their own teacher salary schedule. The following is an example of a teacher salary schedule in Arizona provided by the Dyzart Unified School District. *Data courtesy of Education Bug. **Data courtesy of ED.gov ***Data courtesy of PrepScholar. ****Data courtesy of the National Center for Education Statistics ******Data courtesy of The Commonwealth Foundation #Data courtesy of A2ZHomeschooling.com ##Average salary courtesy of National Center of Education Statistics ###Disclaimer:   The information provided on this page changes frequently.   It will be updated regularly as new information and data become available.

Maritime Archaeology And Ancient Trade - 799 Words

In Maritime Archaeology and Ancient Trade in the Mediterranean, Andrew Wilson argues that ancient maritime trade peaked in the Hellenistic and Roman periods. First, he identifies Parker’s graph of known shipwrecks as inaccurate evidence on the trade intensity of the ancient maritime world. Next, Wilson details several technologies, specifically the bilge pump, and hydraulic cement, that enabled the expansion of trade during the Hellenistic and Roman periods. Finally, Wilson concludes that it was Roman standardization of currency and language, not new technologies, that allowed trade to increase in the ancient world. When the Roman empire deteriorated, trade decreased, leading to the loss of harbors and shipping technologies. In 1992, A.J. Parker published a study of known shipwrecks organized by their approximate century in which the ships sank. As a result, many archaeologists have attempted to equate this graph with fluctuations in ancient maritime trade, depending upon the assumptions that each period had an equal probability of ships wrecking, and that wrecks from all periods are equally visible to archaeologists. Wilson disagrees, claiming that these assumptions are inherently flawed, and therefore, the graph cannot be used to analyze ancient maritime trade. First, the risks of wrecking were dependent upon the trade routes, which, in turn, were dependent on what items were highly sought after (Wilson, 36). If products from nearby coastal cities were desired, thenShow MoreRelated The Ulu Burun Shipwreck: Underwater Archaeology at its Finest1545 Words   |  7 PagesArchaeology is a continuously evolving field where there is a constant stream of new branches and excavation methods. Due to the influx of new technologies and innovations in recent decades, archaeologists have been able to excavate previously inaccessible areas. 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The Return Midnight Chapter 13 Free Essays

string(31) " the others have died or left\." Elena, sleeping serenely with one hand locked onto Stefan’s, knew she was having an extraordinary dream. No, not a dream – an out-of-body experience. But it wasn’t like her previous out-of-body visits to Stefan in his cel . We will write a custom essay sample on The Return: Midnight Chapter 13 or any similar topic only for you Order Now She was skimming through the air so quickly that she couldn’t real y make out what was below her. She looked around and suddenly, to her astonishment, another figure appeared beside her. â€Å"Bonnie!†she said – or rather tried to say. But of course there was no sound. Bonnie looked like a transparent edition of herself. As if someone had created her out of blown glass, and then put in just the faintest tint of color in her hair and eyes. Elena tried telepathy. Bonnie? Elena! Oh, I miss you and Meredith so much! I’m stuck here in a hole – A hole? Elena could hear the panic in her own telepathy. It made Bonnie wince. Not a real hole. A dive. An inn, I guess, but I’m locked in and they only feed me twice a day and take me to the toilet once – My God! How did you get there? Well†¦ Bonnie hesitated. I guess it was my own fault. It doesn’t matter! How long have you been there, exactly? Um, this is my second day. I think. There was a pause. Then Elena said, Well, a couple of days in a bad place can seem like forever. Bonnie tried to make her case clearer. It’s just that I’m so bored and lonely. I miss you and Meredith so much! she repeated. I was thinking of you and Meredith, too, Elena said. But Meredith’s there with you, isn’t she? Oh my God, she didn’t fall, too? Bonnie blurted. No, no! She didn’t fall. Elena couldn’t decide whether to tel Bonnie about Meredith or not. Maybe not just yet, she thought. She couldn’t see what she was rushing toward, although she could feel that they were slowing down. Can you see anything? Hey, yeah, below us! There’s a car! Should we go down? Of course. Can we hold hands? They found that they couldn’t, but that just trying to kept them closer together. In another moment they were sinking through the roof of a smal car. Hey! It’s Alaric! Bonnie said. Alaric Saltzman was Meredith’s engaged-to-be-engaged boyfriend. He was about twenty-three now, and his sandy-blond hair and hazel eyes hadn’t changed since Elena had seen him almost ten months ago. He was a parapsychologist at Duke, going for his doctorate. We’ve been trying to get hold of him for ages, Bonnie said. I know. Maybe this is the way we’re supposed to contact him. W here is he supposed to be again? Some weird place in Japan. I forget what it’s called, but look at the map on the passenger seat. She and Bonnie intermingled as they did, their ghostly forms passing right through each other. Unmei no Shima: The Island of Doom, was written at the top of an outline of an island. The map beside him had a large red X on it with the caption: The Field of Punished Virgins. The what? Bonnie asked indignantly. What’s that mean? I don’t know. But look, this fog is real fog. And it’s raining. And this road is terrible. Bonnie dove outside. Ooh, so weird. The rain’s going right through me. And I don’t think this is a road. Elena said, Come back in and look at this. There aren’t any other cities on the island, just a name. Dr. Celia Connor, forensic pathologist. What’s a forensic pathologist? I think, Elena said, that they investigate murders and things. And they dig up dead people to find out why they died. Bonnie shuddered. I don’t think I like this very much. Neither do I. But look outside. This was a village once, I think. There was almost nothing left of the vil age. Just a few ruins of wooden buildings that were obviously rotting, and some tumbledown, blackened stone structures. There was one large building with an enormous bright yel ow tarp over it. When the car reached this building, Alaric skidded to a stop, grabbed the map and a smal suitcase, and dashed through the rain and mud to get under cover. Elena and Bonnie fol owed. He was met near the entrance by a very young black woman, whose hair was cut short and sleek around her elfin face. She was smal , not even Elena’s height. She had eyes dancing with excitement and white, even teeth that made for a Hol ywood smile. â€Å"Dr. Connor?†Alaric said, looking awed. Meredith isn’t going to like this, Bonnie said. â€Å"Just Celia, please,†the woman said, taking his hand. â€Å"Alaric Saltzman, I presume.† â€Å"Just Alaric, please – Celia.† Meredith real y isn’t going to like this, Elena said. â€Å"So you’re the spook investigator,†Celia was saying below them. â€Å"Well, we need you. This place has spooks – or did once. I don’t know if they’re stil here or not.† â€Å"Sounds interesting.† â€Å"More like sad and morbid. Sad and weird and morbid. I’ve excavated al sorts of ruins, especial y those where there’s a chance of genocide. And I’l tel you: This island is unlike any place I have ever seen,†Celia said. Alaric was already pul ing things from his case, a thick stack of papers, a smal camcorder, a notebook. He turned on the camcorder, and looked through the viewfinder, then propped it up with some of the papers. When he apparently had Celia in focus, he grabbed the notebook too. Celia looked amused. â€Å"How many ways do you need to take down information?† Alaric tapped the side of his head and shook it sadly. â€Å"As many as possible. Neurons are beginning to go.†He looked around. â€Å"You’re not the only one here, are you?† â€Å"Except for the janitor and the guy who ferries me back to Hokkaido, yes. It started out as a normal expedition – there were fourteen of us. But one by one, the others have died or left. You read "The Return: Midnight Chapter 13" in category "Essay examples" I can’t even re-bury the specimens – the girls – we’ve excavated.† â€Å"And the people who left or died from your expedition – â€Å" â€Å"Well, at first people died. Then that and the other spooky stuff made the rest leave. They were frightened for their lives.† Alaric frowned. â€Å"Who died first?† â€Å"Out of our expedition? Ronald Argyl . Pottery specialist. He was examining two jars that were found – Well, I’l skip that story until later. He fel off a ladder and broke his neck.† Alaric’s eyebrows went up. â€Å"That was spooky?† â€Å"From a guy like him, who’s been in the business for almost twenty years – yes.† â€Å"Twenty years? Maybe a heart attack? And then off the ladder – boom.†Alaric made a downward gesture. â€Å"Maybe that’s the way it was. You may be able to explain al our little mysteries for us.†The chic woman with the short hair dimpled like a tomboy. She was dressed like one too, Elena realized: Levi’s and a blue and white shirt with the sleeves rol ed up over a white camisole. Alaric gave a little start, as if he’d realized he was guilty of staring. Bonnie and Elena looked at each other over his head. â€Å"But what happened to al the people who lived on the island in the first place? The ones who built the houses?† â€Å"Well, there never were that many of them in the first place. I’m guessing the place may even have been named the Island of Doom before this disaster my team was investigating. But as far as I could find out it was a sort of war – a civil war. Between the children and the adults.† This time when Bonnie and Elena looked at each other, their eyes were both wide. Just like home – Bonnie began, but Elena said, Sh. Listen. â€Å"A civil war between kids and their parents?†Alaric repeated slowly. â€Å"Now that is spooky.† â€Å"Well, it’s a process of elimination. You see, I like graves, constructed or just holes in the ground. And here, the inhabitants don’t appear to have been invaded. They didn’t die of famine or drought – there was stil plenty of grain in the granary. There were no signs of il ness. I’ve come to believe that they all killed one another – parents kil ing children; children kil ing parents.† â€Å"But how can you tel ?† â€Å"You see this square-ish area on the periphery of the vil age?†Celia pointed to an area on a larger map than Alaric’s. â€Å"That’s what we cal The Field of Punished Virgins. It’s the only place that has careful y constructed actual graves, so it was made early in what became a war. Later, there was no time for coffins – or no one who cared. So far we’ve excavated twenty-two female children – the eldest in her late teens.† â€Å"Twenty-two girls? Al girls?† â€Å"Al girls in this area. Boys came later, when coffins were no longer being made. They’re not as well preserved, because the houses al burned or fel in, and they were exposed to weathering. The girls were careful y, sometimes elaborately, buried; but the markings on their bodies indicate that they were subjected to harsh physical punishment at some time close to their deaths. And then – they had stakes driven through their hearts.† Bonnie’s fingers flew to her eyes, as if to ward off a terrible vision. Elena watched Alaric and Celia grimly. Alaric gulped. â€Å"They were staked?†he asked uneasily. â€Å"Yes. Now I know what you’l be thinking. But Japan doesn’t have any tradition of vampires. Kitsune – foxes – are probably the closest analog.† Now Elena and Bonnie were hovering right over the map. â€Å"And do kitsunes drink blood?† â€Å"Just kitsune. The Japanese language has an interesting way of expressing plurals. But to answer your question: no. They are legendary tricksters, and one example of what they do is possess girls and women, and lead men to destruction – into bogs, and so on. But here – Well, you can almost read it like a book.† â€Å"You make it sound like one. But not one I’d pick up for pleasure,†Alaric said, and they both smiled bleakly. â€Å"So, to go on with the book, it seems that this disease spread eventual y to al the children in the town. There were deadly fights. The parents somehow couldn’t even get to the fishing boats in which they might have escaped the island.† Elena – I know. At least Fell’s Church isn’t on an island. â€Å"And then there’s what we found at the town shrine. I can show you that – it’s what Ronald Argyl died for.† They both got up and went farther into the building until Celia stopped beside two large urns on pedestals with a hideous thing in between them. It looked like a dress, weathered until it was almost pure white, but sticking through holes in the clothing were bones. Most horribly, one bleached and fleshless bone hung down from the top of one of the urns. â€Å"This is what Ronald was working on in the field before al this rain came,†Celia explained. â€Å"It was probably the last death of the original inhabitants and it was suicide.† â€Å"How can you possibly know that?† â€Å"Let’s see if I can get this right from Ronald’s notes. The priestess here doesn’t have any other damage than that which caused her death. The shrine was a stone building – once. When we got here we found only a floor, with al the stone steps tumbled apart every which way. Hence Ronald’s use of the ladder. It gets quite technical, but Ronald Argyl was a great forensic pathologist and I trust his reading of the story.† â€Å"Which is?†Alaric was taking in the jars and the bones with his camcorder. â€Å"Someone – we don’t know who – smashed a hole in each of the jars. This is before the chaos started. The town records make note of it as an act of vandalism, a prank done by a child. But long after that the hole was sealed and the jars made almost airtight again, except where the priestess had her hands plunged in the top up to the wrist.† With infinite care, Celia lifted the top off the jar that did not have a bone hanging from it – to reveal another pair of longish bones, slightly less bleached, and with strips of what must have been clothing on it. Tiny finger bones lay inside the jar. â€Å"What Ronald thought was that this poor woman died as she performed a last desperate act. Clever, too, if you see it from their perspective. She cut her wrists – you can see how the tendon is shriveled in the better-preserved arm – and then she let the entire contents of her bloodstream flow into the urns. We do know that the urns show a heavy precipitation of blood on the bottom. She was trying to lure something in – or perhaps something back in. And she died trying, and the clay that she had probably hoped to use in her last conscious moments held her bones to the jars.† â€Å"Whew!†Alaric ran a hand over his forehead, but shivered at the same time. Take pictures! Elena was mental y commanding him, using al her wil power to transmit the order. She could see that Bonnie was doing the same, eyes shut, fists clenched. As if in obedience to their commands, Alaric was taking pictures as fast as he could. Final y, he was done. But Elena knew that without some outside impetus there was no way that he was going to get those pictures to Fel ‘s Church until he himself came to town – and even Meredith didn’t know when that would be. So what do we do? Bonnie asked Elena, looking anguished. Well†¦my tears were real when Stefan was in prison. You want us to cry on him? No, Elena said, not quite patiently. But we look like ghosts – let’s act like them. Try blowing on the back of his neck. Bonnie did, and they both watched Alaric shiver, look around him, draw his windbreaker closer. â€Å"And what about the other deaths in your own expedition?†he asked, huddling, looking around apparently aimlessly. Celia began speaking but neither Elena nor Bonnie was listening. Bonnie kept blowing on Alaric from different directions, herding him to the single window in the building that wasn’t shattered. There Elena had written with her finger on the darkened cold glass. Once she knew that Alaric was looking that way she blew her breath across the sentence: send all pix of jars 2 meredith now! Every time Alaric approached the window she breathed on it to refresh the words. And at last he saw it. He jumped backward nearly two feet. Then he slowly crept back to the window. Elena refreshed the writing for him. This time, instead of jumping, he simply ran a hand over his eyes and then slowly peeked out again. â€Å"Hey, Mr. Spook-chaser,†said Celia. â€Å"Are you al right?† â€Å"I don’t know,†Alaric admitted. He passed his hand over his eyes again, but Celia was coming and Elena didn’t breathe on the window. â€Å"I thought I saw a – a message to send copies of the pictures of these jars to Meredith.† Celia raised an eyebrow. â€Å"Who is Meredith?† â€Å"Oh. She – she’s one of my former students. I suppose this would interest her.†He looked down at the camcorder. â€Å"Bones and urns?† â€Å"Well, you were interested in them quite young, if your reputation is correct.† â€Å"Oh, yes. I loved to watch a dead bird decay, or find bones and try to figure out what animal they were from,†Celia said, dimpling again. â€Å"From the age of six. But I wasn’t like most girls.† â€Å"Well – neither is Meredith,†Alaric said. Elena and Bonnie were eyeing each other seriously now. Alaric had implied that Meredith was special, but he hadn’t said it, and he hadn’t mentioned their engagement to be engaged. Celia came closer. â€Å"Are you going to send her the pictures?† Alaric laughed. â€Å"Well, al this atmosphere and everything – I don’t know. It might just have been my imagination.† Celia turned away just as she reached him and Elena blew once more across the message. Alaric threw his hands up in a gesture of surrender. â€Å"I don’t suppose the Island of Doom has satel ite coverage,†he said helplessly. â€Å"Nope,†Celia said. â€Å"But the ferry wil be back in a day, and you can send pictures then – if you’re real y going to do it.† â€Å"I think I’d better do it,†Alaric said. Elena and Bonnie were both glaring at him, one from each side. But that was when Elena’s eyelids started to droop. Oh, Bonnie, I’m sorry. I wanted to talk to you after this, and make sure you’re okay. But I’m falling†¦I can’t†¦ She managed to pry her lids open. Bonnie was in a fetal position, fast asleep. Be careful, Elena whispered, not even sure who she was whispering it to. And as she floated away, she was aware of Celia and the way Alaric was talking to this beautiful, accomplished woman only a year or so older than he was. She felt a distinct fear for Meredith, on top of everything else. How to cite The Return: Midnight Chapter 13, Essay examples

Social Observation free essay sample

Elam 1 Sam Elam Mr. Unrien Sociology: Hour 5 12 September 2012 Sociology Observation Summary This weekend, I decided to go and observe my dentist office. It’s also a bit more than a dentist office but I didn’t go in the other little buildings they all seemed to have stuff to do. I thought that my dentist office would be a perfect place to do a social observation. I mean think about it everyone has teeth and most people go to dentist so you have a very diverse community. I also went into my dentist office to observe people and I even decided to ride the elevator for a while and see how people are in elevators. I started my observations right inside the building I held the door for people. Of course I always got the classic thank you, I got a few nods from the men who walked in not a single chick gave me a nod the either said thank you or didn’t say anything at all they just blew me off like some preppy person would do. We will write a custom essay sample on Social Observation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I was also surprised that every single man who I held the door for acknowledged me I thought for sure it be the other way around.I found something very strange but the best is some man asked me what I was doing and I simply told him â€Å"I’m holding the door for people to make life a little easier† and he responded by handing me a dollar and said â€Å"well thanks for making my day a little better here’s a dollar hope it make your day† I just laughed and said thank you and he went on his day. Elam 2 The next place I decided to go and observe was the elevator. The building my dentist is in has 4 floors which to improve my situation more verity of business and the business people that work in them. When it comes to observing people in an elevator I believe you have to have a sense of humor to do so. My favorite moment of being in the elevator was when it gets supper crowded. We all get into the elevator and just look, we look at the ceilings, the walls†¦ but we never made contact with anyone else in the elevator its like there all off in there own little world. Some times I would try to start a conversation with someone but it just felt awkward with all the other people around it was a lot easier striking up a conversation when there was only 1 or 2 people in that elevator.I was just thinking about wrapping up my elevator observations I went out to get a drink and was getting tired of awkward when a huge group of business men were walking in, Im guessing they were all coming back from there lunch break it was all just around that time and they all crowded in the elevator in there suits it looked like looking at a checker board. Well there were a ton of people in this eleva tor and there was a dilemma my dentist is on the 3rd floor so I just decided not to even get in the elevator when one of them said â€Å"Awe, Come on in, we can all fit, we can squeeze† so I did and that’s when stuff got real.Of course sense I was the last one in and it was full I walked forward so the door closed to were it was touching my butt I couldn’t even turn around there were so many people, im glad im not claustrophobic, so I stood there†¦ facing everyone in the elevator. No one in the elevator was looking at he ceilings, walls, floor, and or on their phones. They are all facing one way the front and all they could see was me, every single on of their eyes were Elam 3 on me and all I could do was just stare back a little freaked out but I made it to my stop and I went in to my dentist office.I walked in and of course the same receptionist who is there everyday is there and she greets me with â€Å"would you like anything to eat like ice-cream, yogurt, maybe some coffee, I decided to get some ice-cream since I knew I was going to be here for a little so why not enjoy it. I always sit were I usually do right next to the door facing the little waterfall thing on the wall, I like the sound of the water. It also helps drain our the noise of crying children who are having there teeth worked on. In my dentist we have two Mac computers and a play gym thing built into the wall, its pretty sick.Of course when ever a little kid would come in the first thing he would do was either a run to the play gym and crawl up into it or go jump on one of the computers to play some kid games they have on it, and the moms and or dads that brought them all did the same thing the sat down in a chair and read a magazine. Some teenagers came in one actually decided to crawl in the gym it was funny how we all have some kid at heart. But my favorite part was when a teen ager would go up to the computer to play a game, heed get up there start clicking around looking for stuff and then just get off.The Macs in the dentist have a special program that only has kid games no Internet or anything fun like that. I found this amusing because it happened 3 times I found it very funny. I actually had a fun time observing people in this office building I didn’t think there’d be anything to observe but I was surprised to find that there was. I had some confidence Elam 4 building exercises by talking to everyone in the elevator. It was a very interesting time. Im looking forward to my next observation.. But not towards the dentist.

Euthanasia Essays (980 words) - Euthanasia, Medical Ethics

Euthanasia Essays (980 words) - Euthanasia, Medical Ethics Euthanasia The term Euthanasia has become well known throughout the country. The word is derived from ancient Greek eu thantos, meaning easy death. Today, euthanasia is referred to as mercy killing. There is much controversy over whether or not the practice is just. Euthanasia raises many religious, medical, and ethical issues. Euthanasia can either be active or passive. Active euthanasia occurs when a physician or other medical personnel induces death. An overdose is administered to the patients in the form of insulin, barbiturates, or morphine, and then followed by an injection of curare. Passive euthanasia, on the other hand, is allowing the patient to die due to lack of treatment. This includes taking the patient off their support system, or respirator. Passive euthanasia also includes stopping the food supply intravenously to comatose patients (Comptons, 1). Debate has flourished against those who accept passive euthanasia, but reject active. Questions are asked why one form is accepted and not the other. The distinction that is made between the two of them is that active is murder, while passive is merciful. Turning off support systems is a positive act of death (Singer, 76). In the Encyclopedia of Bio-ethics, some religious views of euthanasia were given. Hebraic and Jewish denominations strongly oppose the practice. They believe life is a precious and divine gift, and that it must be sustained if possible. Death must never be hastened by intention. Physicians who kill patients in order to spare them pain are considered murderers (554-555). Judaism also rejects euthanasia. They do, however, accept two forms of eu thantos: caring for dying patients, and letting terminally ill persons die. Early Christians opposed self-induced death out of suffering and despair. They also condemn such practices such as infanticide and abortion (556). Roman Catholics permit terminally ill patients to die by forgoing life-sustaining measures. Catholics also allow the refusing forms of treatment that would secure a precarious and burdensome prolongation of life (557). Personal views regarding euthanasia are often influenced by their religious beliefs. With a controversial topic, such as euthanasia, there are strong opinions accentuated. Euthanasia is strongly affiliated to medical and ethical debate. Opponents and advocates of euthanasia have several significant points regarding their view of the practice. Humans have a natural inclination to continue life (Baird, 98). Opponents believe that euthanasia acts against nature. Like animals, humans fight for survival. It is our goal to protect ourselves from harm and do whatever possible to stay alive. When euthanasia is implicated, it goes against our concept for survival (98-99). Those against the practice also believe that some might abuse euthanasia and use it for self-interest. The cost to keep a person alive through means of modern technology can be very costly. Families might, despite their love for the patient, consider the money being spent for what may be a hopeless cause (Baird, 97). Opponents argue the possibility of s pontaneous remission. In many cases a patient recovers with no explanation. With euthanasia, these miraculous recoveries would not exist because there would be no expectation of them happening. If the patient is put to death then they have lost their right to recovery and life (100). Another argument regarding abuse is the professional aspect of euthanasia. In the medical profession, doctors are committed to saving lives (Baird, 100). With euthanasia, death is no longer natural; it is a result of a medical decision. Several questions are asked regarding when, why, and under what circumstances medical personnel should implement the practice. Each patients case has different factors that make the decision to put him or her to rest difficult (Thomasma, 247-248). Proponents feel that euthanasia is an admirable concept; however, the request for death from a patient should be evaluated seriously before administered. Advocates feel that it is a patients right to choose whether or not to remain living. The concern about following a patients request lies on their psychological state. It must be considered whether the patient is feeling depressed and that is why they want to die, or if it is to relieve the pain. Before euthanasia is implemented the question must be asked if it is in the patients best interest (Battin,120). The use of living wills has become popular in

Stony Corals (Hard Corals) Facts

Stony Corals (Hard Corals) Facts Stony corals, also called hard corals (as opposed to soft corals, like sea fans), are the reef-builders of the coral world. Learn more about stony corals - what they look like, how many species there are, and where they live. Characteristics of Stony Corals Secrete a skeleton made of limestone (calcium carbonate).Have polyps that secrete a cup (calyx, or calice) in which they live, and in which it can withdraw for protection. These polyps usually have smooth, rather than feathery tentacles.Are usually transparent. The brilliant colors associated with coral reefs are not caused by the corals themselves, but by algae called zooxanthellae that live within the coral polyps.Are composed of two groups: the colonial corals, or reef-builders, and the solitary corals. Stony Coral Classification Kingdom: AnimaliaPhylum: CnidariaClass: AnthozoaOrder: Scleractinia According to the World Register of Marine Species (WoRMS), there are over 3,000 species of stony corals. Other Names for Stony Corals Stony corals are known by many different names: Hard coralsReef-building coralsHexacoralsHermatypic coralsScleractinian corals Where Stony Corals Live Corals arent always where you think theyd be. Sure, many of the reef-building corals are warm-water corals - restricted to tropical and subtropical areas where the water is salty, warm and clear. The corals actually grow faster when they have more access to the sun. They can build large reefs like the Great Barrier Reef in warmer waters. Then there are corals found in unexpected areas - coral reefs and solitary corals in the deep, dark sea, even as far down as 6,500 feet. These are the deep-water corals, and they can tolerate temperatures as low as 39 degrees F. They can be found around the world. What Stony Corals Eat Most stony corals feed at night, extending their polyps and using their nematocysts to sting passing plankton or small fish, which they pass to their mouth. The prey is ingested, and any waste is expelled out the mouth. Stony Coral Reproduction These corals can reproduce both sexually and asexually. Sexual reproduction occurs either when sperm and eggs are released in a mass spawning event, or by brooding, when only sperm are released, and these are captured by female polyps with eggs. One the egg is fertilized, a larva is produced and eventually settles to the bottom. Sexual reproduction allows coral colonies to form in new places. Asexual reproduction occurs through splitting, in which a polyp splits into two, or budding when a new polyp grows out of the side of an existing polyp. Both methods result in the creation of genetically identical polyps - and the growth of a coral reef. Asexual reproduction occurs through splitting, in which a polyp splits into two, or budding when a new polyp grows out of the side of an existing polyp. Both methods result in the creation of genetically identical polyps - and the growth of a coral reef.

Response Connections to Current Events Essay Example | Topics and Well Written Essays - 750 words

Response Connections to Current Events - Essay Example Zakaria goes on to say that, "The Bill of Rights, after all, is a list of things that the government may not do, regardless of the wishes of the majority. Of America's three branches of government, The Supreme Court is headed by nine unelected men and women with life tenure." Zakaria has a point that the men and women in charge of one of America's highest offices must be elected. It is too much to expect the elected representatives to handle offices of the land that count among the best not only in the United States but among the best in the world. At least the election process of these gentlemen and ladies in the United States' Supreme Court must be more broad based that what it is today. Fareed Zakaria quotes specific instances and relates them to the illiberal way they are handled in democratic setup. His favorite democratic setups are the United States and Western Europe. His arguments have their due weight. Too much democracy becomes a punishment rather than a remedy. If democracy has to operate in a liberal environment, then it must per se allow its populace the maximum liberty which also provides security and choice. But Zakaria has said that "the tension between constitutional liberalism and democracy centers on the scope of governmental authority. Constitutional liberalism is about the limitation of power, democracy is about its accumulation and use." The contradiction is clear. Just like there is no such thing like a free lunch, there is such an issue begging notice that democracy is not the glittering gold that it is being offered as. Even in times of election the party offering maximum benefits quite often wins the show. The process of democracy is a tragedy being played out day in and out, and nobody is there to attempt to correct, modify or stop the show. If the process of democracy cannot work in places like Pakistan and Afghanistan, it is a telling commentary about the frailty of democracy as a system (US, UK express concern over terror safe haven in Pak, Afghanistan). Zakaria may not have offered feasible remedies to the malaise. However, he has pointed out anomalies that exist in the most democratic societies in the world. What's more He has pointed out that ironically democracy exists because of these anomalies. Evidence to support my argument First of all, let me make it clear I am not making common cause with Fareed Zakaria. I wish democracy all the best and hope it prospers wherever it exists. But just take a look at what is happening in some of the best democratic countries in the world. Let us take a look at the United States. President Obama and Vice President Biden have the issues of combating employment discrimination, expand hate crimes statutes, end deceptive voting practices, end racial profiling, reduce crime recidivism by providing ex-offender support, eliminate sentencing disparities, and expand use of drug courts (Civil Rights). I do not wish to denigrate the United States.

Health care marketing Essay Example | Topics and Well Written Essays - 1250 words

Health care marketing - Essay Example It should finally carry out promotion incentives to avail their customers with the necessary information concerning their goods (Hoffmann, 2008). Therefore, the four P’s of marketing can  be said to consist of promotions, prices, products and place. These variables are vital for businesses that may wish to define their marketing strategies and pursue their desired sales levels (Hoffmann, 2008). The Evanston hospital indulges in the provision of services and plans within the health care department. Their range of products has changed in the past thirty to forty years from the provision of simple medical procedures and orthotic devices meant to correct physical disabilities (Peterson, 2008). However, the hospital is currently into providing modern services in addition to the traditional products that include contracted emergencies physician organizations that run their emergency rooms, group purchasing contracts and consulting services found on the web (Habiyaremye, 2011). ... ent challenges that these products are supposed to go through as they pass the different stages that may be found within their life-cycles (Peterson, 2008). The product mix is also another important aspect of the hospital’s product that should be put into consideration. The expansion of the current product mix being utilized by the hospital’s management can be carried out by augmenting a certain product’s depth or their product lines (Hoffmann, 2008). The hospital’s marketers should consider how they will position their products or configure their product mixes to enable their products complement each other (Habiyaremye, 2011). In view of the hospital’s product, the marketers should consider the most appropriate development strategies that should be used (Peterson, 2008). Price is described as what the customers to a business may be willing to pay for their services or products (Habiyaremye, 2011). In other words, when the hospital provides either a service or a product to its customer, then he or she is supposed to pay a certain amount referred to as the price (Peterson, 2008). However, the issues of pricing have become major concerns for various marketing strategies in the health care sector as its environment changes (Hoffmann, 2008). According to previous reports there are several factors that contribute to the role played by the pricing variables in the development of a marketing strategy (Peterson, 2008). For instance, the rising costs for health care services have created a major concern for many businesses in the profession (Hoffmann, 2008). These reports additionally state that the costs of providing health care previously rose by 5.8% in the US, 6.8% in the UK, 7.1% in Greece and 9.6% in a country like South Korea (Habiyaremye, 2011). These

Outdoor learning its importance for childrens development

Outdoor learning its importance for childrens development When growing up I loved playing outside, in the local park or being taken to many country parks by my father. I class myself as being lucky to have grown up in a generation where playing outdoors was a regular occurrence, where boys and girls played together in mixed ability and mixed age groups. Having had two children myself I wanted to continue the great experiences that I had in the outdoors with my father. However I noticed a difference in the way that they and their friends accessed the outdoors. Both my children are boys but they still accessed the outdoors differently from each other and girls that they played with also had sufficiently different ideas about the outdoors. Having discovered that boys and girls all seemed to have different ideas about the outdoors I wanted to investigate this further. I particularly wanted to understand any differences in the way they accessed the outdoors as I remember being distinctly referred to as a tom boy. Chapter 2 Literature Review There has been much research focused on the outdoors, outdoor play, and outdoor education including sustainability and recreation activities. Taylor and Morris (1996) suggest that Outdoor learning is an important and integral part of a high-quality early childhood education curriculum. (pp 153) There are many skills encompassed within the term outdoor play or outdoor learning, therefore before starting there is the need to try and define the term outdoor play or outdoor learning. The Institute for Outdoor Learning (IOL) (2009) suggests that the term outdoor learning is a broad expression that can encompass play, education, skills, sustainability and the natural environment and may be referred to as experiential learning for children which takes place within the outdoors. Additionally The Collins English Dictionary (2009) refers to outdoor as the open air (pp 412), to play as occupying oneself in a game or recreation (pp 442) and to learning as gaining a skill or knowledge by practice (pp 337) therefore outdoor play could be defined as engaging oneself in a game or activity outside where you can gain new skills and knowledge. Consequently throughout this study the term outdoor learning will be used to refer to outdoor education, outdoor play and outdoor recreation activities . This study will encompass the role of outdoor learning including its importance for childrens development, the safety and risk involved in childrens outdoor learning and the anxiety that this causes for carers, gender issues relating to how boys and girls use the outdoor learning environment, and geographical, community and social perspectives focusing on the impact that they can have on a childs involvement with outdoor learning. To begin with we will cover the role of outdoor learning. The importance of outdoor learning and the beliefs that it contributes to childrens development and progress date back to Rousseau (1762) and Froebel (1826). These beliefs have been continued, explored and researched in depth with new emphasis being placed on Forest Schools and outdoor learning. Philosophies and theories about outdoor learning tend to focus on the natural environment and the effect that this can have on childrens development. (Frost 1992, Fjortoft, 2001and 2004, Bilton, 2004, Lester and Maudsley 2006, Forest Education Initiative 2007, Tovey 2007, and White 2008a) Boyd (1963) writes of Rousseau and how he was one of the first people who advocated developmentally appropriate education. Rousseau (1762) also wrote of the importance of growing up in the countryside and how this would create a more natural and healthy environment than the city. Froebel (1826) advocates the need for children to be provided with places to play where they can be nurtured and developed through experiences with the natural environment. Stevinson (1923) and Macmillan (1927, 1930) also promote the need for children to be in the outdoor environment. MacMillans The nursery school and The nursery school garden articulates the need for children to have free movement and experiences within the natural world around them. Much attention has also been given to the need for children to play and learn in the natural environment and the important role that outdoor learning plays in childrens growth, development and social skills. (Stevinson 1932, Fjortoft and Sageie 2000, Riley 2003, Bilton 1994, 2004, Callaway 2005, Moore and Wong 2007, Joyce 2007, Shackell et al. 2008, and Balls and Burnham 2008) Stevinson (1932), McMillan (1930) and more recently Frankel (2007) have stated that natural outdoor environments are good for the health and development of children and the improvement that playing outside has on childrens concentration, behaviour and speaking and listening. They have also suggested that we should provide suitable provocative environments where new provocations and opportunities are made possible. Studies have also been made and have shown that children benefit in other physical ways from playing in the outdoors and the natural environment. Positive effects and implications on motor development such as balance and co-ordination which will help children master their own bodies abilities in relation to the natural physical environment have also been recognised (Fjortoft 2001; Lester and Maudsley 2006). Dowling (2006) believes that outdoor learning can support childrens development and is a natural way of learning in an environment which is full of sensory experiences. The Office for Standards in Education (OFSTED) (2004) and the Department for Children, Schools and Families (DCSF) (2005 and 2008a) have also stated that outdoor learning can give depth to the curriculum and can enhance childrens physical, social and emotional development. Although much has been written that advocates the role of outdoor education it has been difficult to find a study that disputes the role of outd oor learning in the development and education of children. Despite this evidence Edgington (2002) and Fjortoft (2004) believe that much of the developed world and on a micro-level; some practitioners have neglected the use of the outdoor environment. They suggest that this can be due to both weather related issues and concerns over the potential risks involved with playing and learning within the outdoors. Certainly, my own experiences in settings have shown that when the weather is bad the practitioners and the children stay inside, on only one occasion have I seen practitioners and children outside regardless of the weather. Additionally consideration needs to be placed on childrens safety when involved in outdoor learning. Numerous people have suggested that todays children do not have free access to the outdoors due to parents concerns over safety and risk. Perceived problems such as traffic and fear of crime or abduction have led to parent anxiety which can have a profound effect on childrens play and has led to many children being kept at home safe from harm (Ball 2002, Portwood 2005, Palmer 2006, Tovey 2007, Carruthers 2007, DCSF 2008b, and White and Stoecklin 2008). Nevertheless there is considerable discourse about the need for children to encounter risk. However we should also consider the difference between risk and hazard in terms of childrens safety and development. RoSPA (2010) identifies a hazard as something that has the potential to cause harm and risk as the likelihood that harm from a particular activity or hazard will actually be realised. By helping children to understand the risks involved in certain activities they can begin to make informed choices regarding their actions as Cook and Heseltine (1999) state Children need challenge so that they can learn about risk, their own capabilities and to develop the mechanism for judging it in controlled settings (Cook and Heseltine, 1999, pp 4). Joyce (2007) also states that encountering risk helps children to learn about responsibility. The DCSF (2007, 2008c, and 2008d) express the need for children to experience a balance between risks and fun. They suggest that not everything should be made safe and that children need to recognise and understand about risk as it is an essential part of growing up. Conversely Stine (1997) and Knight (2009) suggest that we should try to make things as safe as possible but still facilitate childrens risk taking. They acknowledge that by allowing children to take risks we will enable them to learn respect for the environment, keep themselves safe and develop competence. However Stephenson (2003), Carruthers (2007) and Sandester (2009) have suggested that too many safety issues about risks within childrens play are leading to too many rules and regulations which have made it difficult for practitioners to provide suitable activities, implicating that making a setting hazard free will make it c hallenge free. Despite this fact many other researchers have discussed the importance of rules, regulations and risk assessments. They agree that using risk assessments and involving children within this process will ensure children s safety, whilst still allowing practitioners to offer adventurous and risk taking activities. (Bilton 2002, 2004, Callaway 2005, White 2008a, and Knight 2009) Nevertheless Bache (2006) comments that risks are exaggerated and that all children no matter how well supervised will undertake some risk. Furthermore where a child lives may impact on their attitudes towards outdoor learning. Within the literature reference is also made to geographical, community and social issues in relation to outdoor play or the lack of it. Hart (1979), Nabhan and Trimble (1994) and Garrick (2004) have all commented on and researched childrens outdoor play and their findings showed that geographical perspectives such as having access to wild areas or a simple garden played a part in the way children accessed the outdoors within their immediate and wider environment. They also highlighted the importance of having experiences with nature and the emotional experiences and intimacy children can develop from this such as a sense of place and belonging. Additionally Valentine and McKendrick (1997) suggest that although many cities and towns provide children with formal facilities such as playgrounds most children would prefer to play in flexible environments such as open spaces and waste ground. However we should also consider the social factors in regards to childrens outdoor play. In reference to social issues Tizard, et al. (1976) conducted a study that showed children from working class backgrounds opted to spend 75% of their time outside and that their co-operative play was more evident outside than inside. They also wrote of how working class children were more likely to play outside than middle class children. Millard and Whey (1997) also conducted studies on children in English housing estates and findings from their interviews and observations of children highlighted childrens enjoyment of physical active outdoor play and the opportunities that it gave them to socialise. However Carruthers (2007) writes of how many children no matter of their class; outside of school hours and without adult supervision; would naturally gravitate towards outdoor spaces and the natural environment where they would make their own games. Saracho and Spodek (1998) have also written about social classes and outdoor play and how children from working class backgrounds are more mature in their outdoor play and that their attention spans and concentration are much greater when playing outside than those of children from middle and upper class backgrounds. However these are only two perspectives and there is no other research evidence to either support or disclaim these findings. Besides which deliberation of childrens gender should also be taken into account in terms of outdoor learning. Gender focused studies have highlighted play choices made by boys and girls when playing and learning outside and inside. Many have concluded that boys undertake more physical play outdoors, whilst girls are more sedate. Suggestions have also been made that boys sometimes tend to dominate the outdoor space and that there can be danger that outdoor spaces can come to be seen as boys territory. This has reflected gender stereotyping found in other studies about how boys and girls make choices within their play. (Tizard et al. 1976, Sanders and Harper 1976, Braggio et al. 1978, Hart 1978, Lott 1978, Henninger 1985, Bates 1986, Hutt et al. 1989, McNaughton 1992, Cullen 1993, Bilton 2004, Jarvis 2007, and Maynard and Waters 2007) There has been insufficient research to disclaim these findings and all found research has shown that there are gender differences in the way children play. The literature suggests that great importance has been placed on the outdoor and natural environment and how it provides rich opportunities for the growth and development of children. There has also been much written about the adults role and the type of environment that practitioners should provide. This has not been covered within this literature review but we need to take note that these play a significant role in the way children will access the outdoor learning environment. There has been some reference to social and geographical issues and how these could aid or hinder childrens views of what the outdoors may provide for them. Significant research has also been placed on risks and safety and whether both parents issues and beliefs and practitioners beliefs have had an impact on the way that children within our society are accessing the outdoors. However gender issues have only touched upon the choices that children make when playing outdoors. This has led to me believing that t here is a need to understand if there are differences in the way that girls and boys actually access the outdoors; do boys spend more time outside than girls? Are the children hindered by what is on offer? This study is focused on gaining a deeper understanding on each of these issues in two early years settings. Chapter 3 Methodology This chapter will identify the methods and techniques that have been used to gather the primary research for this study and the context in which the study was undertaken. Firstly the overall methods that have been used to collect data will be discussed and explained using a rationale. Next it will address any issues of validity and reliability during the research process. Finally the ethical issues which may arise will be identified and any measures that have been taken to address these will be discussed. This research study will use both quantitative and qualitative methods to discover whether there are any differences in the ways that boys and girls access outdoor learning. The qualitative research will be obtained through semi-structured interviews with foundation stage practitioners and non-participant observations of children engaged in outdoor learning. Bell (1987) refers to qualitative data as Understanding individuals perceptions of the world. (Bell, pp 4) Bell (1987) has identified one way in which qualitative research may be suited to this study. Through the use of interviews and non-participant observation this study will be concerned with listening to, observing and understanding individuals. Nixon (1981) suggests that studies involving children should be most appropriately researched using qualitative methods such as observations and interviews. As this study is child based using interviews and observations will provide rich and deep data which in turn will enable me to fully comprehend both practitioners perceptions and childrens integration with outdoor learning. Despite this two quantitative methods (questionnaire and tally chart ) were also used within this study in order to gain numerical data in regards to the amount of time spent outdoor learning by both boys and girls and the types of activities that they undertook when outdoor learning. As discussed this study uses four different methods of data collection; interviews, non-participant observations, questionnaires and tallies. Therefore my study encompasses different sources of evidence to compare and combine in order to reach a better understanding of my research question. Cohen (et al.) (2000) refer to this as triangulation. Roberts-Holmes (2005) suggests that Triangulation gives the researcher the opportunity to check out their evidence from a range of sources (Roberts-Holmes, 2005, pp 40) By using triangulation within this study I will be able to back up and enrich numerical data with information about the participants and their explanations and understandings. The data collection methods for this study will now be discussed in more detail outlining the advantages, disadvantages and rationale for each. 3.1 Observations The first and second methods of data collection for this study were qualitative and quantitative observations. These observations were carried out in two different settings in Kettering; these were a Nursery setting and a Reception setting within a primary school. Nisbet and Entwistle (1974) suggest that when undertaking observations the observer needs to make them self invisible so that they do not affect the observed. To do this you need to have previously met the children and as closely as possible follow the same procedures for observation as the setting you are conducting your research in. Therefore the researcher made sure that she attended the settings on a number of occasions before conducting the research so that she was able to build relationships with the children beforehand and reduce the reactivity effect. Greig et al. (2007) believe that observations are helpful in two ways; observing a child in the natural environment will give the research a real world edge direct experience facilitates the researchers ability to understand complex individuals and situations (Greig et al. 2007, pp 122) As this research was designed to find out how individual children access outdoor learning, observation provides an ideal base to start from. They will also provide many insights into the first hand experiences of the children. However as Scott and Morrison (2006) propose observations may be Affected by the values and judgements brought to the observation by the observer (Scott and Morrison, 2006, pp 168) The observer may have a specific agenda and see what they want to see, however the researcher in this case had conducted many previous observations and was able to observe the children naturally leaving the specific agenda of differences between boys and girls behind. The observations were carried out in a way that all children were treated as and observed as individuals. Despite the many disadvantages of observations especially the amount of time consumed writing the observations up they did enable the researcher to gain an insight into the childrens outdoor learning. The use of quantitative observations in the form of tally charts also enabled the researcher to gain numerical data which added more depth to the study. 3.2 Semi-Structured Interviews The second method of data collection for this study was semi-structured interviews. These were conducted with the practitioners at each setting where the research was carried out. The interviews aimed to find out the practitioners views of the way the children within their care accessed outdoor learning and if they had noted any specific differences between boys and girls. One of the important reasons for choosing semi-structured interviews as a research method was that they can provide a more personalised approach and as Bell (2005) suggests adaptability. By using a semi-structured approach to interviews the researcher was able to take on the role of facilitator by asking set questions but also allowing the development of any issues as they arise throughout the interview. Roberts-Holmes (2005) recommends that when conducting an interview you must have a sound knowledge of the subject that you are researching so that you can remain focused and conduct an informed interview. Through completion of the literature review the researcher was able to identify key areas which would need clarifying during the interview process. Also by conducting a face to face interview any misunderstandings on the part of the interviewer or interviewee could be checked and clarified immediately. However a disadvantage of the semi-structured interview according to Opie (2004) and Bell (2005) is the danger of bias creeping in (pp 166). They suggest that this can occur in many ways either intentionally or unintentionally and by selecting questions which are phrased to support your argument. This was a difficult process to go through and the questions were written and re-written many times to ensure that they were not pre-conceived in anyway. Therefore this issue was addressed within the research process. Additionally there is also the issue of the time involved in scribing the interviews, arranging times to suit all the individuals involved and gaining informed consent. These issues were addressed by firstly writing to the settings involved and asking for their consent to be interviewed. (See appendix) Furthermore arranging times and places which would suit the individuals helped in the process of the interview. In regards to time related issues although transcribing the interviews was time consuming, the researcher did however gain particular insight into the way these practitioners identified outdoor learning in terms of the children in their care. 3.3 Questionnaires The third method of data collection for this study was questionnaires. These were sent to parents of children within the two settings used for this study. The questionnaires aimed to give numerical data to this study. This data was gained by asking closed questions stating amounts of time children spent outdoors and how they played when outdoors. However open questions were also used so that parents or carers could expand on their findings, therefore resulting in more detailed data and also possibly identifying other issues which may not have been addressed by the researcher. Furthermore the researcher used questionnaires as they seemed to be less time consuming especially within a time limited study such as this. Moreover it could be suggested that questionnaires are unbiased as the researcher is not able to influence the answers. However, Scott and Morrison (2006) suggest that there is the potential for questionnaires to have potential bias built into them through the researchers a genda. When drafting the questionnaire there were extreme difficulties in phrasing the questions so that they were not biased towards the researchers own agenda. However after many draft copies and conducting a pilot of the questionnaire the questions became less biased and more open towards the respondents. Bell (2005) suggests that a further disadvantage of the questionnaire is the non-response. However in this instance the researcher sent out one hundred questionnaires and received seventy five back this in itself could be seen as a disadvantage in terms of the time needed to collate all of the data. Despite the disadvantages of this method of research, the high response to the questionnaires enabled the researcher to obtain numerical and qualitative data. 3.4 Selecting the Settings and sample children The researcher chose to carry out the research in two early years settings which gave children free flow access to the outdoors. This allowed the researcher to observe children without any limitations in regards to the way children access the outdoor learning that is available to them. The settings were a sure start nursery and a reception unit within a primary school, which gave the researcher access to a range of ages of children to observe, as there may also have been differences regarding age as to how the children accessed outdoor learning. The settings were also chosen as they were known to the researcher which meant that professional relations had already been built with staff at the settings. However, although these relationships were already in place, this was not regular and there was no personal contact with the researcher which may have biased the study. The practitioners involved in the interview process were also chosen from the two settings involved within the study. The practitioners involved had many years of experience within the early years and in regards to childrens development. This meant that they were able to give the researcher a deeper insight and understanding in to the way they had seen children access outdoor learning in their prospective settings. The children involved in the research were randomly chosen from the children whom the researcher had been given permission to observe. However to ensure an even mix of children within the research two boys and two girls were chosen from each setting which meant that eight children were involved overall. After the eight children were chosen their parents/carers were informed again and they were also made aware of their right to withdraw their child at anytime. 3.5 Validity and Reliability Cohen et al. (2007) define validity as an Important key to effective research for if a piece of research is invalid then it is worthless (pp 133) They suggest that validity can be addressed through the depth and scope of the data attained and in the extent to which triangulation has been used. Therefore the issue of validity has been addressed through the use of many different techniques to research the study. This will give the researcher greater confidence in their findings especially if they all result in the same conclusion. Additionally in terms of qualitative data consideration needs to be given in regards of respondents answers to questionnaires as their opinions and perspectives will contribute a degree of bias within the study. However Agar (1986) argues that the in-depth responses and involvement of respondents in the research will secure a sufficient level off reliability and validity. On the other hand Cohen et al. (2007) argue that this may be insufficient and therefore the data collected must be representative in terms of the question to be answered in order to have validity. This issue of validity has been addressed in terms of the types of questions asked in both the questionnaires and semi-structured interviews. As this study involves both qualitative and quantitative data and Cohen et al. (2007) suggest that in terms of reliability these are both different, the researcher will strive to address issues in both contexts. In regards to quantitative data both Bell (2005) and Cohen et al. (2007) suggest that the type of data collection used needs to be able to be reproduced and present similar findings in order for it to be reliable. The questionnaires used in this study are easily reproduced and may give similar findings, however there may also be the case that the results may not be entirely similar as they represent individuals opinions which will differ on every occasion that the questionnaires are reproduced. Brock-Utne (1996) promotes the use of qualitative research and recognises the holistic approach that it gives to research studies and suggests that the reliability in this case can be seen as dependability. Moreover Cohen et al. (2005) suggest that observations if carried out especially if they can be repeated and are given the same interpretations can also be reliable. Therefore the methods of observations and interviews can be both reliable and dependable; however again there is always the possibility that different outcomes may be gathered depending on the times, settings and individuals involved in the observations. The research within this study can be deemed both valid and reliable due to the triangulation methods used and that each method of research used can be easily replicated and completed again and again with the majority showing similar findings. Additionally all of the research methods used are directly related to the question identified and as Burton et al. (2008) promote the validity and reliability of any research carried out Will be largely determined by the extent to which the findings are directly related to the issues or problems identified at the outset..the selection of appropriate methods and how systematically the have been employed (pp 168) Also the disadvantages and advantages of each method of data collection used in the study have been carefully considered before being used within the context of this study. 3.6 Ethical Issues Any researcher should consider ethical issues when conducting primary research with people as Burton et al. (2008) advise all researchers have one shared responsibility and that is a duty of care to all individuals involved in the research process. BERA (2004) is an association which sets out specific guidelines for researchers who are undertaking educational research they to propose that researchers need to ensure that no harm comes to the participants. BERA (2004) also establishes that the researcher should ensure that all participants within the research are fully aware of their rights and roles. Bell (2005) agrees with this and also suggests that researchers need to gain informed consent from all participants involved within the study. This issue was addressed by communicating with all participants their rights and confidentiality before the research was undertaken. Letters were sent to each setting included within the study which clearly outlined the study and asked for consent to carry out interviews and observations (Appendix ), telephone calls were also conducting in regards to arranging times. Another ethical issue outlined by BERA (2004) is that In the case of participants whose age.may limit the extent to which they can be expected to understand or agree voluntarily to undertake their roleIn such circumstances researchers must also seek the collaboration and approval of those who act in guardianship (pp 7) This issue was addressed by the researcher sending out letters to all parents/carers or guardians of the children within each setting asking for their consent for their child to be observed. The letters outlined the study, confidentiality and anonymity, and the right to say no or to withdraw from the study at anytime. Parents/ carers or guardians were also informed again if their child was chosen for the research and again were informed of their right to withdraw their child at any time. (Appendix ) BERA (2004) and Bell (2005) also recognise the importance of making sure that any participants involved in the study are not put under any stress, discomfort or intrusion during the research process. This issue was addressed by the researcher visiting both settings on a number of occasions so as to reduce intrusion and for the children to become familiar with another adult in their setting. Consideration also needs to be given to the questionnaires used and the ethical issues surrounding this. The researcher made contact with the participants of the questionnaire through covering letters. These letters fully informed the participants of the outline of the study and how the data collected from the questionnaires would be used; participants also had the right not to reply and to withdraw their information at any time throughout the process of the study. In conclusion due to the time limitations and small scale of this study there are bound to be limitations of the research process, some of which were discussed previously. However much deliberation and careful consideration was given to the reliability and suitability of the research methods used, which provided both q