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

Smokey Mountain Nightmare

Allysa Broeker Smokey Mountain Nightmare Gazing at the stars outside the sun roof of my husband’s silver sports car seemed to be the only way to control the excitement building inside me. My imagination ran wildly thru visions of scenic mountains draped in clouds of fog. The grey rocky cliffs surrounded by colorful spring flowers almost parallel the beauty of the cool crystal water flowing over a fall like the most rapid of rain spraying a chilly mist on all who behold. With my head full of fantasy and soul full of adventure, the possibility of this dream come true becoming a life changing nightmare seemed all but impossible. Hey, we are in Tennessee†, my husband said as he lightly shook my shoulder until I acknowledged him with opening my grayish green eyes. â€Å"Good morning beautiful, only a half an hour away from the vacation you have always wanted us to take. † Instantly the widest smile you could ever imagine covered my face. I was so happy to be there roll ing up an over these bright green hills into the mountains that harbor the cabin we would soon occupy. â€Å"I love you so much. † â€Å"I cannot even begin to explain how much this means to me Adam†.I said as we past the sign displaying a two mile away conformation that was truly needed do to the navigation becoming obsolete when we began winding thru the one lane roads. â€Å"Beautiful,† I said as we pulled up to the cabin. † †Absolutely beautiful, even more so then I imagined†, said Adam as the slightest drops of rain began to fall from one of the few clouds that floated above. â€Å"I wonder what the weather is forecasted to be this week†. I asked as we walked hand in hand with my romantic husband into the two story cabin and on to making my dream come true.As the hardwood door closed behind us, a simultaneous crash of thunder followed. The sky began to darken as the subtle rains quickly became rapid. â€Å"There was no mention of a ny thunderstorm warnings†, Adam yelled from the across the room. The furious rains pelting the metal cabin roof seemed to intensify with every second. The lights flickered twice then went out as the purple strobes from the lightning filled every room transforming beautiful red roses, various clay sculptures, and other once delightful objects into terrifying creature like shadows.My heart pounded as the power of the storm intensified replacing my anticipation for it to blow over with only the realization of danger. â€Å"Adam, we are surrounded by a creek right†, I asked with a concern shaken voice. Using a local radio application I had just downloaded I heard, â€Å"The National Weather Service has issued a flash flood warning for the following counties in east Tennessee†. The first mentioned county confirmed my fears while removing all hope of salvaging this vacation, as well as, adding a very real danger to our life. We have to leave now† there is a fast rising creek all around this place and I could never live with something happening to you†, screamed Adam! The once crystal waters were now muddy and full of various types of debris and risen undeniably higher than the banks that once restrained the devastation unleashed when mother nature joins the team. Adam and I raced to the car, sloshing thru a puddle that had no beginning and seemed to have no end. Drenched with rain and overwhelmed with confusion, I could only stare out the window as we drove to safety.The beautiful mountains and all that attributes to them were now a smeared collage of unrecognizable vegetation and retreating animals that sensed the devastation that would soon follow. â€Å"We have about a mile until we are completely out of danger†, â€Å"I think we can at least catch our breath†, Adam said. Still staring out the window but only in a daze, I could not stop trembling. My dream vacation caused lots of fear and it is never fun living a drea m with nothing but beauty to behold, only to be awakened as nightmares unfold.

Short Story - 1465 Words

â€Å"Yes, it is. Who’s asking?† Reno’s supervisor had taken the day off due to sickness when they went to speak to him and they were not told when he would return. Coates was glad to have him on the phone to clear up some poking questions. She hung up and leaned back in her seat. â€Å"Well, the supervisor doesn’t know much. He said Reno works from 9 am to 5 pm, they are a small vending company and he works in the shipping department. According to him, Reno works hard, doesn’t miss many days and he’s never been written up. He said he gets along with everyone.† â€Å"What about cameras?† Chay asked. â€Å"None on site. We need to take a trip to his job to see if he could come and go without being noticed.† â€Å"While were out, we might as well check out some of†¦show more content†¦Since she lived alone, no one should be going in and out,† Coates said. â€Å"So you still think it’s the boyfriend?† â€Å"Reno. Yeah, I think it’s him. Something tells me that the friends and family alibis are going to check out. But his alibi, I don’t know. He works from 9 to 5.† â€Å"Yeah, that puts him the proximity of the time of death. Something tells me that his roommate, who is his cousin will back up his story. Let’s see if his alibi holds water. There are no cameras and the only eyes we can rely on are his co-workers. We would have to work our butts off to prove that it’s him and I don’t want to build a bias case trying to prove a theory.† â€Å"True. I’ll make sure to keep an open mind, but I can’t help it. My blood’s itchy, and I think he’s going to scratch it. I don’t see the family or the victim’s best friends wanting to her hurt. But we will follow where the leads take us and go from there.† â€Å"Are you ready?† Coates asked. Chay grabbed his jackets. â€Å"Let’s do this.† Chapter 3 â€Å"Mama, look at Savannah’s last Facebook post.† Sitting in front of the computer in the family room, Lynn had been scrolling through Savannah Facebook for hours. She’d laughed and cried, but after hours of going through it, she took notice of certain things. 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If you are one of these writers, who have run out of short story ideas, and the deadline you have for coming up with a short story is running out, the short story writing prompts below will surely help you. Additionally, if you are being tormented by the blank Microsoft Word document staring at you because you are not able to come up with the best short story idea, youRead MoreShort Story1804 Words   |  8 PagesShort story: Definition and History. A  short story  like any other term does not have only one definition, it has many definitions, but all of them are similar in a general idea. According to The World Book Encyclopedia (1994, Vol. 12, L-354), â€Å"the short story is a short work of fiction that usually centers around a single incident. Because of its shorter length, the characters and situations are fewer and less complicated than those of a novel.† In the Cambridge Advanced Learner’s DictionaryRead MoreShort Stories648 Words   |  3 Pageswhat the title to the short story is. The short story theme I am going conduct on is â€Å"The Secret Life of Walter Mitty’ by James Thurber (1973). In this short story the literary elements being used is plot and symbols and the theme being full of distractions and disruption. The narrator is giving a third person point of view in sharing the thoughts of the characters. Walter Mitty the daydreamer is very humorous in the different plots of his dr ifting off. In the start of the story the plot, symbols,Read MoreShort Stories1125 Words   |  5 PagesThe themes of short stories are often relevant to real life? To what extent do you agree with this view? In the short stories â€Å"Miss Brill† and â€Å"Frau Brechenmacher attends a wedding† written by Katherine Mansfield, the themes which are relevant to real life in Miss Brill are isolation and appearance versus reality. Likewise Frau Brechenmacher suffers through isolation throughout the story and also male dominance is one of the major themes that are highlighted in the story. These themes areRead MoreShort Story and People1473 Words   |  6 Pagesï » ¿Title: Story Of An Hour Author: Kate Chopin I. On The Elements / Literary Concepts The short story Story Of An Hour is all about the series of emotions that the protagonist, Mrs. Mallard showed to the readers. With the kind of plot of this short story, it actually refers to the moments that Mrs. Mallard knew that all this time, her husband was alive. For the symbol, I like the title of this short story because it actually symbolizes the time where Mrs. Mallard died with joy. And with thatRead MoreShort Story Essay1294 Words   |  6 PagesA short story concentrates on creating a single dynamic effect and is limited in character and situation. It is a language of maximum yet economical effect. Every word must do a job, sometimes several jobs. Short stories are filled with numerous language and sound devices. These language and sound devices create a stronger image of the scenario or the characters within the text, which contribute to the overall pre-designed effect.As it is shown in the metaphor lipstick bleeding gently in CinnamonRead MoreRacism in the Short Stor ies1837 Words   |  7 PagesOften we read stories that tell stories of mixing the grouping may not always be what is legal or what people consider moral at the time. The things that you can learn from someone who is not like you is amazing if people took the time to consider this before judging someone the world as we know it would be a completely different place. The notion to overlook someone because they are not the same race, gender, creed, religion seems to be the way of the world for a long time. Racism is so prevalentRead MoreThe Idol Short Story1728 Words   |  7 PagesThe short stories â€Å"The Idol† by Adolfo Bioy Casares and â€Å"Axolotl† by Julio Cortà ¡zar address the notion of obsession, and the resulting harm that can come from it. Like all addictions, obsession makes one feel overwhelmed, as a single thought comes to continuously intruding our mind, causing the individual to not be able to ignore these thoughts. In â€Å"Axolotl†, the narr ator is drawn upon the axolotls at the Jardin des Plantes aquarium and his fascination towards the axolotls becomes an obsession. InRead MoreGothic Short Story1447 Words   |  6 Pages The End. In the short story, â€Å"Emma Barrett,† the reader follows a search party group searching for a missing girl named Emma deep in a forest in Oregon. The story follows through first person narration by a group member named Holden. This story would be considered a gothic short story because of its use of setting, theme, symbolism, and literary devices used to portray the horror of a missing six-year-old girl. Plot is the literal chronological development of the story, the sequence of events

Themes In Beowulf - 1510 Words

From the beginning of Beowulf we are able to understand and see the central themes and points that are being focused on. From the assigned readings of Beowulf and after finishing the entire piece I found it stuck with its major theme in which we are given from the prologue of the story. From the start of the story we are able to identify with Scyld Scefing and his role as king and leader. Power plays a major role and theme throughout the entire story which allows the story to flow well and keep the theme strong and intriguing to the readers. I found that the major themes within this whole story revolve around the idea of power, legacy , and heroism. These three themes are what the story of Beowulf is about and the author portrays these†¦show more content†¦There are other characters within the story that help show and increase the theme of leadership and honor such as, King Hrothgar who is the king of the Danes. Hrothgar enjoys military success and prosperity until Grendel terrorizes his realm. A wise and aged ruler, Hrothgar represents a different kind of leadership from the youthful warrior Beowulf. He is a model for the kind of king that Beowulf becomes. He also has a scene within the first part of the story which represents the honor and power that these characters represented, â€Å"Then success in war was given to Hrothgar, honor in battle, so that his beloved kinsmen eagerly served him, until the young soldiers grew into a mighty troop of men. It came to his mind that he should order a hall-building, have men make a great mead house which the sons of men should remember forever and there inside he would share everything with young and old that God had given him, except for the common land and the lives of men.†(64-73). This is a great example of how the author is trying to express the idea of always being remembered and carrying on their l egacies. Also the importance of success in war is what truly brought Hrothgar to power and the respect of hisShow MoreRelatedBeowulf: Themes1038 Words   |  5 PagesBeowulf: Themes The Anglo-Saxon epic Beowulf is the most important work of Old English literature, and is well deserved of the distinction. The epic tells the story of a hero, a Scandinavian prince named Beowulf, who rids the Danes of the monster Grendel, a descendent of Cain, and of his exploits fighting Grendel s mother and a Dragon. Throughout the epic, the Anglo-Saxon story teller uses many elements to build a certain depth to the characters. Just a few of the important character elementsRead MoreTheme Of Loyalty In Beowulf813 Words   |  4 Pagescourage are two themes that emerge throughout the poem ‘Beowulf by Seamus Heaney’. With a focus on an extract in Beowulf, this essay will explore how Seamus Heaney shows the themes loyalty and courage through the use of diction and imagery. In this extract, Beowulf is seen battling the dragon with his companions, however, Beowulf’s companions all leave except for Wiglaf. Wiglaf expresses his loyalty and dedication towards Beowulf through a speech and bravely helps Beowulf. Beowulf then uses his swordRead MoreThe Theme Of Fight In Beowulf798 Words   |  4 PagesRomane Cadot ELA 12 Theme of Beowulf Theme of fight: First of all I will to give you a definition of fight: Fight means limited engagement in space and time of enemy land, air or naval formations. Learn more about. In the book Beowulf we witness 3 fights, this theme is therefore the articulation of the book. Indeed, these fights that Beowulf delivers, the hero of history, intrigues the reader. Thats why I chose this theme. During the fighting the reader can feel suspense, will the heroRead MoreTheme Of Heroism In Beowulf1139 Words   |  5 Pagesâ€Å"Beowulf† is the oldest surviving poem in Old English Literature. It is an epic poem, which is a narrative poem typically revolving around heroism. The poem emphasizes repetitively on how Beowulf is a hero. He saves countless people from countless monsters, three of which are the main antagonists in the poem – a demon, the demon’s mother, and a dragon. But is saving innocent lives the only factor to justify and determine a person’s heroism? Throughout the story of Beowulf, the author makes appealsRead MoreTheme Of Evil In Beowulf996 Words   |  4 PagesBeowulf versus Evil   Ã‚  Ã‚   Heroes can be in our everyday life or someone you’ve seen only once but all of our heroes have something in common. Their heroic traits make up who they are and some character traits my heroes have in common are kindness, courage, intelligence, and empathy. Beowulf is also a hero in my eyes because he possesses all of these traits and more. What traits do your heroes have in common? Robert Nye’s long poem, Beowulf: a New Telling, is a fictional long poem about a hero, BeowulfRead MoreTheme Of Fate In Beowulf791 Words   |  4 PagesBeowulf Theme The epic poem Beowulf written by a scop and a Christian monk, this poem includes a theme that one’s fate will occur no matter what it’s inevitable, and it has already been planned out. The Anglo-Saxon culture has a set of beliefs which includes the idea that fate, one’s death, has been predetermined. The idea of fate means the events that occur in ones life are beyond their control and have been planned and are unchangeable. The idea of fate is a part of the Anglo-Saxon cultureRead MoreTheme Of Death In Beowulf1097 Words   |  5 PagesBeowulf is an anglo-saxon epic that details the life of Geat warrior Beowulf and his dealings with 3 monsters. The society surrounding this epic is one that values lineage, glory, and success. Although these values are perceived as positive, they are often the root causes of the more malicious aspects of this society: blood-feud and tribal war. It should be duly noted that the poem is bookended with two very meaningful deaths . At the beginning of the poem the death of Scyld Sheafson, founder of theRead MoreTheme Of Supernatural In Beowulf1142 Words   |  5 Pagesidea of the supernatural is very prevalent in Beowulf; describe three instances where supernatural beings or ideas come into play and what they add to the plot. In the story of Beowulf there are three different references to supernatural beings. Grendel along with his mother portrays evilness and the other is a fire breathing dragon. In the beginning of the story the narrator describes Grendel to be feared among the town and very strong. As said in Beowulf â€Å"He was spawned in that slime, Conceived byRead MoreTheme Of Heroism In Beowulf748 Words   |  3 Pagesgreediness. However, in Beowulf, the collective reverence for wealth plays a defining role in the acts of heroism and manifestation of power. In fact, the poem oftentimes professes the idea of wealth and glory, most cherished, as an embodiment of strength and obedience among cultural values. Throughout the poem, Beowulf, is characterized by his acts of heroism in the Anglo-Saxon society. He not only possesses the values of strength and bravery, but as well exhibits the theme of the â€Å"Germanic-Code†Read MoreTheme Of Heroism In Beowulf740 Words   |  3 PagesThe theme of Beowulf is heroism. Beowulf himself represents the heroic ideal because of his features, strength, and courage, but also because of his intelligence and honor. Beowulf is proud of his strength and great his honor. When Beowulf goes to Heorot, waiting for Grendel, he refuses to keep a weapon. He believes in himself that he can defeat the monster who has devoured many men without using any weapons. It turns out that Beowulfs intelligent approach was right. Glory is also one of the themes