Foundation and Empire 19. Start Of The Search

The lonely planet, Haven – only planet of an only sun of a Galactic Sector that trailed raggedly off into intergalactic vacuum – was under siege. In a strictly military sense, it was certainly under siege, since no area of space on the Galactic side further than twenty parsecs distance was outside range of the Mule's advance bases. In the four months since the shattering fall of the Foundation, Haven's communications had fallen apart like a spiderweb under the razor's edge. The ships of Haven converged inwards upon the home world, and only Haven itself was now a fighting base. And in other respects, the siege was even closer; for the shrouds of helplessness and doom had already invaded Bayta plodded her way down the pink-waved aisle past the rows of milky plastic-topped tables and found her seat by blind reckoning. She eased on to the high, armless chair, answered half-heard greetings mechanically, rubbed a wearily-itching eye with the back of a weary hand, and reached for her menu. She had time to register a violent mental reaction of distaste to the pronounced presence of various cultured-fungus dishes, which were considered high delicacies at Haven, and which her Foundation taste found highly inedible – and then she was aware of the sobbing near her and looked up. Until then, her notice of Juddee, the plain, snub-nosed, indifferent blonde at the dining unit diagonally across had been the superficial one of the nonacquaintance. And now Juddee was crying, biting woefully at a moist handkerchief, and choking back sobs until her complexion was blotched with turgid red. Her shapeless radiation-proof costume was thrown back upon her shoulders, and her transparent face shield had tumbled forward into her dessert, and there remained. Bayta joined the three girls who were taking turns at the eternally applied and eternally inefficacious remedies of shoulder-patting, hair-smoothing, and incoherent murmuring. â€Å"What's the matter?† she whispered. One turned to her and shrugged a discreet, â€Å"I don't know.† Then, feeling the inadequacy of the gesture, she pulled Bayta aside. â€Å"She's had a hard day, I guess. And she's worrying about her husband.† â€Å"Is he on space patrol?† â€Å"Yes†. Bayta reached a friendly hand out to Juddee. â€Å"Why don't you go home, Juddee?† Her voice was a cheerfully businesslike intrusion on the soft, flabby inanities that had preceded. Juddee looked up half in resentment. â€Å"I've been out once this week already-â€Å" â€Å"Then you'll be out twice. If you try to stay on, you know, you'll just be out three days next week – so going home now amounts to patriotism. Any of you girls work in her department? Well, then, suppose you take care of her card. Better go to the washroom first, Juddee, and get the peaches and cream back where it belongs. Go ahead! Shoo!† Bayta returned to her seat and took up the menu again with a dismal relief. These moods were contagious. One weeping girl would have her entire department in a frenzy these nerve-torn days. She made a distasteful decision, pressed the correct buttons at her elbow and put the menu back into its niche. The tall, dark girl opposite her was saying, â€Å"Isn't much any of us can do except cry, is there?† Her amazingly full lips scarcely moved, and Bayta noticed that their ends were carefully touched to exhibit that artificial, just-so half-smile that was the current last word in sophistication. Bayta investigated the insinuating thrust contained in the words with lashed eyes and welcomed the diversion of the arrival of her lunch, as the tile-top of her unit moved inward and the food lifted. She tore the wrappings carefully off her cutlery and handled them gingerly till they cooled. She said, â€Å"Can't you think of anything else to do, Hella?† â€Å"Oh, yes,† said Hella. â€Å"I can!† She flicked her cigarette with a casual and expert finger-motion into the little recess provided and the tiny flash caught it before it hit shallow bottom. â€Å"For instance,† and Hella clasped slender, well-kept hands under her chin, â€Å"I think we could make a very nice arrangement with the Mule and stop all this nonsense. But then I don't have the†¦ uh†¦ facilities to manage to get out of places quickly when the Mule takes over.† Bayta's clear forehead remained clear. Her voice was light and indifferent. â€Å"You don't happen to have a brother or husband in the fighting ships, do you?† â€Å"No. All the more credit that I see no reason for the sacrifice of the brothers and husbands of others.† â€Å"The sacrifice will come the more surely for surrender.† â€Å"The Foundation surrendered and is at peace. Our men are away and the Galaxy is against us.† Bayta shrugged, and said sweetly, â€Å"I'm afraid it is the first of the pair that bothers you.† She returned to her vegetable platter and ate it with the clammy realization of the silence about her. No one in ear-shot had cared to answer Hella's cynicism. She left quickly, after stabbing at the button which cleared her dining unit for the next shift's occupant. A new girl, three seats away, stage-whispered to Hella, â€Å"Who was she?† Hella's mobile lips curled in indifference. â€Å"She's our coordinator's niece. Didn't you know that?† â€Å"Yes?† Her eyes sought out the last glimpse of disappearing back. â€Å"What's she doing here?† â€Å"Just an assembly girl. Don't you know it's fashionable to be patriotic? It's all so democratic, it makes me retch.† â€Å"Now, Hella,† said the plump girl to her right. â€Å"She's never pulled her uncle on us yet. Why don't you lay off?† Hella ignored her neighbor with a glazed sweep of eyes and lit another cigarette. The new girl was listening to the chatter of the bright-eyed accountant opposite. The words were coming quickly, â€Å"-and she's supposed to have been in the Vault – actually in the Vault, you know – when Seldon spoke – and they say the mayor was in frothing furies and there were riots, and all of that sort of thing, you know. She got away before the Mule landed, and they say she had the most tha-rilling escape – had to go through the blockade, and all – and I do wonder she doesn't write a book about it, these war books being so popular these days, you know. And she was supposed to be on this world of the Mule's, too – Kalgan, you know – and-â€Å" The time bell shrilled and the dining room emptied slowly. The accountant's voice buzzed on, and the new girl interrupted only with the conventional and wide-eyed, â€Å"Really-y-y-y?† at appropriate points. The huge cave lights were being shielded group-wise in the gradual descent towards the darkness that meant sleep for the righteous and hard-working, when Bayta returned home. Toran met her at the door, with a slice of buttered bread in his hand. â€Å"Where've you been?† he asked, food-muffled. Then, more clearly, â€Å"I've got a dinner of sorts rassled up. If it isn't much, don't blame me.† But she was circling him, wide-eyed. â€Å"Torie! Where's your uniform? What are you doing in civvies?† â€Å"Orders, Bay. Randu is holed up with Ebling Mis right now, and what it's all about, I don't know. So there you have everything.† â€Å"Am I going?† She moved towards him impulsively. He kissed her before he answered, â€Å"I believe so. It will probably be dangerous.† â€Å"What isn't dangerous?† â€Å"Exactly. Oh, yes, and I've already sent for Magnifico, so he's probably coming too.† â€Å"You mean his concert at the Engine Factory will have to be cancelled.† â€Å"Obviously.† Bayta passed into the next room and sat down to a meal that definitely bore signs of having been â€Å"rassled-up.† She cut the sandwiches in two with quick efficiency and said: â€Å"That's too bad about the concert. The girls at the factory were looking forward to it. Magnifico, too, for that matter.† She shook her head. â€Å"He's such a queer thing.† â€Å"Stirs your mother-complex, Bay, that's what he does. Some day we'll have a baby, and then you'll forget Magnifico.† ‘Bayta answered from the depths of her sandwich, â€Å"Strikes me that you're all the stirring my mother-complex can stand.† And then she laid the sandwich down, and was gravely serious in a moment. â€Å"Torie.† â€Å"M-m-m?† â€Å"Torie, I was at City Hall today – at the Bureau of Production. That is why I was so late today.† â€Å"What were you doing there?† â€Å"Well†¦Ã¢â‚¬  she hesitated, uncertainly. â€Å"It's been building up. I was getting so I couldn't stand it at the factory. Morale just doesn't exist. The girls go on crying jags for no particular reason. Those who don't get sick become sullen. Even the little mousie types pout. In my particular section, production isn't a quarter what it was when I came, and there isn't a day that we have a full roster of workers.† â€Å"All right,† said Toran, â€Å"tie in the B. of P. What did you do there?† â€Å"Asked a few questions. And it's so, Torie, it's so all over Haven. Dropping production, increasing sedition and disaffection. The bureau chief just shrugged his shoulders – after I had sat in the anteroom an hour to see him, and only got in because I was the co-ordinator's niece – and said it was beyond him. Frankly, I don't think he cared.† â€Å"Now, don't go off base, Bay.† â€Å"I don't think he did.† She was strenuously fiery. â€Å"I tell you there's something wrong. It's that same horrible frustration that hit me in the Time Vault when Seldon deserted us. You felt it yourself.† â€Å"Yes, I did.† â€Å"Well, it's back,† she continued savagely. â€Å"And we'll never be able to resist the Mule. Even if we had the material, we lack the heart, the spirit, the will – Torie, there's no use fighting-â€Å" Bayta had never cried in Toran's memory, and she did not cry now. Not really. But Toran laid a light hand on her shoulder and whispered, â€Å"Suppose you forget it, baby. I know what you mean. But there's nothing-â€Å" â€Å"Yes, there's nothing we can do! Everyone says that – and we just sit and wait for the knife to come down.† She returned to what was left of her sandwich and tea. Quietly, Toran was arranging the beds. It was quite dark outside. Randu, as newly-appointed co-ordinator – in itself a wartime post – of the confederation of cities on Haven, had been assigned, at his own request, to an upper room, out of the window of which he could brood over the roof tops and greenery of the city. Now, in the fading of the cave lights, the city receded into the level lack of distinction of the shades. Randu did not care to meditate upon the symbolism. He said to Ebling Mis – whose clear, little eyes seemed to have no further interest than the red-filled goblet in his hand – â€Å"There's a saying on Haven that when the cave lights go out, it is time for the righteous and hard-working to sleep.† â€Å"Do you sleep much lately?† â€Å"No! Sorry to call you so late, Mis. I like the night better somehow these days. Isn't that strange? The people on Haven condition themselves pretty strictly on the lack of light meaning sleep. Myself, too. But it's different now-â€Å" â€Å"You're hiding,† said Mis, flatly. â€Å"You're surrounded by people in the waking period, and you feel their eyes and their hopes on you. You can't stand up under it. In the sleep period, you're free.† â€Å"Do you feel it, too, then? This miserable sense of defeat?† Ebling Mis nodded slowly, â€Å"I do. It's a mass psychosis, an unprintable mob panic. â€Å"Ga-LAX-y, Randu, what do you expect? Here you have a whole culture brought up to a blind, blubbering belief that a folk hero of the past has everything all planned out and is taking care of every little piece of their unprintable lives. The thought-pattern evoked has religious characteristics, and you know what that means.† â€Å"Not a bit.† Mis was not enthusiastic about the necessity of explanation. He never was. So he growled, stared at the long cigar he rolled thoughtfully between his fingers and said, â€Å"Characterized by strong faith reactions. Beliefs can't be shaken short of a major shock, in which case, a fairly complete mental disruption results. Mild cases-hysteria, morbid sense of insecurity. Advanced cases – madness and suicide.† Randu bit at a thumbnail. â€Å"When Seldon fails us, in other words, our prop disappears, and we've been leaning upon it so long, our muscles are atrophied to where we can not stand without it.† â€Å"That's it. Sort of a clumsy metaphor, but that's it.† â€Å"And you, Ebling, what of your own muscles?† The psychologist filtered a long draught of air through his cigar, and let the smoke laze out. â€Å"Rusty, but not atrophied. My profession has resulted in just a bit of independent thinking.† â€Å"And you see a way out?† â€Å"No, but there must be one. Maybe Seldon made no provisions for the Mule. Maybe he didn't guarantee our victory. But, then, neither did he guarantee defeat. He's just out of the game and we're on our own. The Mule can be licked.† â€Å"How?† â€Å"By the only way anyone can be licked – by attacking in strength at weakness. See here, Randu, the Mule isn't a superman. If he is finally defeated, everyone will see that for himself. It's just that he's an unknown, and the legends cluster quickly. He's supposed to be a mutant. Well, what of that? A mutant means a ‘superman' to the ignoramuses of humanity. Nothing of the sort. â€Å"It's been estimated that several million mutants are born in the Galaxy every day. Of the several million, all but one or two percent can be detected only by means of microscopes and chemistry. Of the one or two percent macromutants, that is, those with mutations detectable to the naked eye or naked mind, all but one or two percent are freaks, fit for the amusement centers, the laboratories, and death. Of the few macromutants whose differences are to the good, almost all are harmless curiosities, unusual in some single respect, normal – and often subnormal – in most others. You see that, Randu?† â€Å"I do. But what of the Mule?† â€Å"Supposing the Mule to be a mutant then, we can assume that he has some attribute, undoubtedly mental, which can be used to conquer worlds. In other respects, he undoubtedly has his shortcomings, which we must locate. He would not be so secretive, so shy of others' eyes, if these shortcomings were not apparent and fatal. If he's a mutant.† â€Å"Is there an alternative?† â€Å"There might be. Evidence for mutation rests on Captain Han Pritcher of what used to be Foundation's Intelligence. He drew his conclusions from the feeble memories of those who claimed to know the Mule-or somebody who might have been the Mule – in infancy and early childhood. Pritcher worked on slim pickings there, and what evidence he found might easily have been planted by the Mule for his own purposes, for it's certain that the Mule has been vastly aided by his reputation as a mutant-superman.† â€Å"This is interesting. How long have you thought that?† â€Å"I never thought that, in the sense of believing it. It is merely an alternative to be considered. For instance, Randu, suppose the Mule has discovered a form of radiation capable of depressing mental energy just as he is in possession of one which depresses nuclear reactions. What then, eh? Could that explain what's hitting us now – and what did hit the Foundation?† Randu seemed immersed in a near-wordless gloom. He said, â€Å"What of your own researches on the Mule's clown.† And now Ebling Mis hesitated. â€Å"Useless as yet. I spoke bravely to the mayor previous to the Foundation's collapse, mainly to keep his courage up – partly to keep my own up as well. But, Randu, if my mathematical tools were up to it, then from the clown alone I could analyze the Mule completely. Then we would have him. Then we could solve the queer anomalies that have impressed me already.† â€Å"Such as?† â€Å"Think, man. The Mule defeated the navies of the Foundation at will, but he has not once managed to force the much weaker fleets of the Independent Traders to retreat in open combat. The Foundation fell at a blow; the Independent Traders hold out against all his strength. He first used Extinguishing Field upon the nuclear weapons of the Independent Traders of Mnemon. The element of surprise lost them that battle but they countered the Field. He was never able to use it successfully against the Independents again. â€Å"But over and over again, it worked against Foundation forces. It worked on the Foundation itself. Why? With our present knowledge, it is all illogical. So there must be factors of which we are not aware.† â€Å"Treachery?† â€Å"That's rattle-pated nonsense, Randu. Unprintable twaddle. There wasn't a man on the Foundation who wasn't sure of victory. Who would betray a certain-to-win side.† Randu stepped to the curved window and stared unseeingly out into the unseeable. He said, â€Å"But we're certain to lose now, if the Mule had a thousand weaknesses; if he were a network of holes-â€Å" He did not turn. It was as if the slump of his back, the nervous groping for one another of the hands behind him that spoke. He said, â€Å"We escaped easily after the Time Vault episode, Ebling. Others might have escaped as well. A few did. Most did not. The Extinguishing Field could have been counteracted. It asked ingenuity and a certain amount of labor. All the ships of the Foundation Navy could have flown to Haven or other nearby planets to continue the fight as we did. Not one percent did so. In effect, they deserted to the enemy. â€Å"The Foundation underground, upon which most people here seem to rely so heavily, has thus far done nothing of consequence. The Mule has been politic enough to promise to safeguard the property and profits of the great Traders and they have gone over to him.† Ebling Mis said stubbornly, â€Å"The plutocrats have always been against us.† â€Å"They always held the power, too. Listen, Ebling. We have reason to believe that the Mule or his tools have already been in contact with powerful men among the Independent Traders. At least ten of the twenty-seven Trading Worlds are known to have gone over to the Mule. Perhaps ten more waver. There are personalities on Haven itself who would not be unhappy over the Mule's domination. It's apparently an insurmountable temptation to give up endangered political power, if that will maintain your hold over economic affairs. â€Å" â€Å"You don't think Haven can fight the Mule?† â€Å"I don't think Haven will.† And now Randu turned his troubled face full upon the psychologist. â€Å"I think Haven is waiting to surrender. It's what I called you here to tell you. I want you to leave Haven.† Ebling Mis puffed up his plump checks in amazement. â€Å"Already?† Randu felt horribly tired. â€Å"Ebling, you are the Foundation's greatest psychologist. The real master-psychologists went out with Seldon, but you're the best we have. You're our only chance of defeating the Mule. You can't do that here; you'll have to go to what's left of the Empire.† â€Å"To Trantor?† â€Å"That's right. What was once the Empire is bare bones today, but something must still be at the center. They've got the records there, Ebling. You may learn more of mathematical psychology; perhaps enough to be able to interpret the clown's mind. He will go with you, of course.† Mis responded dryly, â€Å"I doubt if he'd be willing to, even for fear of the Mule, unless your niece went with him.† â€Å"I know that. Toran and Bayta are leaving with you for that very reason. And, Ebling, there's another, greater purpose. Hari Seldon founded two Foundations three centuries ago; one at each end of the Galaxy. You must find that Second Foundation.†

Demographic of Essex County Essay

Essex County is located in the North eastern part of new jersey. The history of Essex county dates back to 1666 when 30 families from Connecticut established settlement along the banks of Passaic river. Essex County was officially established in 1682 by east jersey legislature. Essex County is 129.631 square miles. The Geopolitical communities are designed by natural or human made boundaries (Maurer and Smith, 2009). It holds community safer for the residents and the governing body. Essex County is bordered by human made boundaries. The weather of the community fluctuates according to the seasons. The usual temperature throughout winter stays within 24 to 42 degrees Fahrenheit. In the summer, it hikes up, and ranges between at 68 to 85 Fahrenheit. Natural disasters like flood, blizzards, snowstorms, heavy rains hurricanes, power outrage, water shortage common here. Essex county is the second most densely populated county in new jersey As of 2010 census population was 783969. The coun ty is made up of 22 municipalities which are widely diverse encompassing large inner-city communities. Essex’s county’s economic wealth is not distributed uniformly across all residents, with large urban areas that include a large number of poor and minority populations with 11.7% county families had income below the poverty level. As of 2011, 10.8% residents were unemployed. Essex County is the first county in United States to create county wide park system. As of now 5,745 acres of green space which includes vast reservations developed parks 21 one of them. The community has big golf courses and tennis courts In addition to this, there are seasonal community fairs and other community events that provide an occasion for community interaction. And there is provision for bike lanes. Fire department and police  department renders excellent service. The waste disposal and pest control department maintains healthy and hygienic environment. There are community parks, swimming pools, sports clubs, and many other establishments providing amenities to support the physical and leisure activities of the residents. The community has a big golf clubs. In addition to this, there are seasonal community fairs and other community events that provide an occasion for community interaction. Interview with the Community health Nurse Melissa Garfield RN, BSN (telephone Interview) Conducted on 10/23/2014. Melissa works for Barnabas Health System at present she is a clinical supervisor who in charge of approximately 100 employees which includes registered nurses, respiratory therapist, occupational and physical therapist. They work very closely with the state and they are Medicare certified. What is your role in disease prevention, surveillance and health Promotion? What steps are you taking to alert the community to educate them? The role of community health has changed greatly over the years. We play a very important role in the community for prevention of disease and promotion of health. They help in preventing disease by community teaching and help early detection of a problem. The greatest challenges we face has nothing to do with the season of the year, it is with hospitals discharging patients more quickly to shorten the length of stay and the acuity of the patients in the community are much higher which necessitates the clinicians that are more skilled than ever. As of now they have to take care of patients with tracheostomy, peg tube feeding, long term chest tubes, nephrostomy tubes and ventilators and administer antibiotics. The job of the community health nurse is educate the family members how to take care of their loved one at home, and what to do when there is emergency there is always redundancy what to do when there is emergency. She gave the example of Hurricane sandy when they had to go visiting homes of patients who were oxygen dependent, ventilator patients and patients with special electronic beds and make sure they had electricity and if not they had to be moved to acute care center. For me that was the most  challenging thing I faced in the community. This transcends any season. At the moment it is season change and we have to make sure our homebound citizens and senior citizens for getting flu vaccines and get them ready for winter making sure they have access to heat and hot water. Now we are also educating the community about Ebola. What ethnic groups do you deal with? Essex County is made up of very diverse race and culture. There is no single dominant culture or race. We have African- American, White-Americans, Hispanic, and Asians. They visit all communities in the county; they have escorts who are from the community who helps her when she goes home visiting. The only home they are not allowed to go is if they see anyone actively doing drugs, or drinking for safety reasons. What spiritual resources are available? The community health nurse has to respect every religion, culture and their way of life and traditions as long it doesn’t cause any harm to the individual. Essex County has churches of every denomination, temples, synagogues and mosques which are easily accessible. What are the five biggest health issues pertaining to Essex County? What is being done to educate the community for its prevention? Heart Disease including congestive heart disease. Cancer Stroke Septicemia Diabetes There are non-health related issues like homicide, violent crimes deaths injuries and mortality rates related to this are high in the community. The community health nurses organize community teaching in churches, senior citizen homes and in adult day care center and churches where they teach about diet, exercise, compliance with medication and follow up with the physicians. They also check blood pressure and sugars during this  time. Making sure people in the community follow healthy diet is challenge as this county has very high rate of fast food joints. Are you adequately funded? What would you like to see more funding for? We are insurance and Medicare dependent and if the patient doesn’t have insurance then it is charity care. They organize fund raisers for cancer prevention. Every program is important to the community but more funding is needed for preventive care which in turn will promote health. What are some of the preventive programs organized Barnabas health comm unity services? The role of community health nurse involves educating the community in prevention of disease which in turn promotes health. Tobacco free living Preventing drug abuse and excessive alcohol use Healthy eating Injury and violence free living Reproductive and sexual health Mental and emotional well-being. They also have program called† what’s in your bag† where they collaborate with the pharmacist in the community check the prescription medications the patients are taking and make sure there is no duplications for example Norvasc and Amlodipine. They update the list of the medication they are taking which helps when they go to the doctors or hospital. They also assist in the community in proper disposable of unused and expired medicine. The nurse also teaches how to store medications especially narcotics. They also help in the immunizations of seniors especially flu and pneumonia and preschool children. The school nurse is in charge of making sure the school age kids are up-to-date with immunization. Are the health resources adequate in Essex County? She believes there are enough health providers; there are many hospitals, emergent day care centers and nurse practitioners all are very easily accessible. The problem is not enough resources  she believes people not making use of these resources. There are many individuals with no insurance but they are never denied care. Essex County also has discount prescription card which gives 20% on prescription medication. What is the role of a community health in regarding to mental health? She is not specialized in this field but they do have separate division who takes care of these individual this team consists of behavioral health nurses and therapist. They do assess the patients if they need these services and refer them accordingly. Essex County has a big psychiatry hospital whose mission is to provide evidence-based care to promote patient recovery and return to community. Diet and Exercise Obesity rates have doubled among children and tripled in adolescents and adults. Also our community has very high rate of fast food restaurant. The main of community health nurse is educating the community on healthy diet and the importance of exercise. Our community has lots of parks and open spaces, sports center which are well equipped but under used. There also community swimming pools. The community health nurses do not organize any activities in regarding to exercise, but the county has many such program which begin in spring with cherry blossom festival, they conduct marathons, bike riding competitions’ and hikes and camp outs during summer of which Barnabas health is a big sponsor. Are they any nutrition deficiency in the community? Does the community provide safe drinking water? Most common problem are Vitamin D deficiency. There are many communities which live below poverty and many are homeless. But there are many organizations which help them like soup kitchens, food stamps, meals on wheels for home bound citizens, churches and many communities. Schools provide subsidized rate or free in some cases breakfast and lunches to the children. Farmers markets and community garden where one can grow fresh vegetables and fruits in summer. Tap water is safe for  drinking which checked periodically and report of which is sent to all residents. 11. What is the role of a Community health nurse in relation to environmental issues such as heat assistance, cooling stations, pest control, waste disposal, and common air contaminants? Essex County has an environmental nurse that follows the Human Health Hazard Ordinance. This ordinance is for dealing with health hazards that are occurring on the outside of the home and could potentially affect other members of the community. They work closely with town and municipality workers. They inspect the homes for rats or any insect’s bed bugs. They also observe how the garbage is being disposed. Overall the nurse’s job is to see if the resident is safe in their home. She also checks if the patient is oxygen dependent there is nobody in the house smoking, from individual perspective she also checks if they have working fire alarms. They check to see if they have provision for heat in winter. There is very good waste management system in the county. They have garbage and recycle bins in all public spaces. The environments hazardous waste and electronic waste is being collected by the county once in three months from the community or it can be taken to the disposable center by the resident. The community nurse plays no role in this. 12. What kind of sexuality programs are available e.g. growth and development, STD and AIDS education, contraception options. Is there sufficient access to birth control, support groups for pregnant women and new parents? What are the statistics for birth rates, abortion and miscarriage? Essex County works with Planned Parenthood, the pregnancy crisis hot-line, the Family Resource Center and Early Head Start programs. There is disparity among child birth and teen pregnancy. Low and low birth weight among African-American babies born is higher than other racial/ ethnic group. Teen pregnancy is more in lower socio-economic groups. The school nurses provide sex education to the kids from  elementary. There are many programs for maternal and child health. They support them and get necessary help needed in caring the baby and themselves. 13. How do you assist in disaster management planning? Are there other agencies you work with? Essex County nurses work with police, fire and EMS from all the cities and towns in the county. The nurses participate in disaster management drill a few times a year. Our other role in disaster management is to keep a list of personnel that may be needed to help when a disaster occurs. The list is reviewed and updated yearly. This list includes: Long-term care facilities Veterinarian Clinics and hospital Schools Churches Summer camps Parish nurses Home care agencies Water and energy facilities such a Alliant Energy Power Station† 14. What are the Cognitive/ perceptual level of the community? The Essex County is home to large ethnic/ racial group. The main language is English but there is large number of residents about 20% of who don’t speak English. The community nurses use language line to communicate with the patient or somebody from the family who knows the language acts as the translator. Essex County is home to five public and five private colleges. There is a great push to change the education system and get the children back to school. The graduate rate is 64% for the county which is low comparing to other counties in the state. 15. What is the self-perception / self- concept in the community? Are the residents happy? I don’t know how to answer that. You know we both live in the same county there is big disparities how the economic wealth is distributed. There are large urban areas with poor and minority population, a nd some below poverty level. The county is doing a lot to make sure all  residents have equal opportunities. Like in the library they have activities for senior citizens; they also have activities for school age and preschoolers. They play a big role ]in summer reading program. The county also has free coaching in summer for sports activities like tennis and football. Each community in summer organizes movie night. There are equal opportunities for all. In certain communities in the county the violent crime rate and homicide rate is high compared to other counties in the state. There is also big problem with substance abuse. Due to which emergency room visits for substance abuse are high in the county. The families living in these areas face dangers which causes stress. Role and relationship The people of the community continue to maintain respectful and healthy relationships with neighbors. The children are cooperative with one another and maintain respect towards elders and higher authorities, such as teachers. Local residents aid the older residents, especially during snow storm. The local police and firefighters offer innumerable services for the community. We ended our interview by her saying there are many services available in the community which the residents are not aware of. They also need more skilled nursing staff as the acuity of patients in the community is high. References: The county of Essex New jersey. www. Essex-county nj.org Essex county quick facts from U S census bureau. Retrieved from quickfacts.census.gov/qfd/states/†¦/34013.

Is “Sredni Vashtar” a Horror Short Story? Essay

â€Å"Sredni Vashtar† Takes a close look into the life and interactions of and between Conradin; his cousin and mentor, Mrs. de Ropp and Conradin’s Ferret and God: Sredni Vashtar. It can be described as a horror story because of its character’s description, themes and setting. It shows the religious downfall of the protagonist, the death of the antagonist and the lack of coherence in society. Saki emphasises the horror in the main characters, including both the protagonists and antagonists. â€Å"Conradin† is described as a â€Å"ten years old† boy, skinny and sick who â€Å"will not live for another 5 years†. It is not a nice image for a boy, and it can either cause sympathy or apathy. However, the fact that he has a â€Å"rampant† imagination and he uses it to evade reality, intimidates the reader. The antagonist is Mrs. De Ropp, a high-class elder woman, which is Conradin’s â€Å"guardian and cousin†. Even if she does not admit it â€Å"she disliked Conradin†, which becomes obvious with some actions and details she has with Conradin, such as killing his hen and friend. Sredni Vashtar is a ferret, a God and a religion, all at the same time. It’s difficult for a reader, especially if we took into account the social and religious contex, to not feel uncomfortable or intimidated with/by this character. It symbolises Conradin’s religious fail, it kills Mrs. De Ropp and is described as a fierce beast. Also it has complete control over Conradin, even that it’s not a thinking individual. The maid is the other human character described. She is the contact point with society and ordinary lifestyles, in other words reality. She is described as a clumsy and â€Å"foolish† person, who lacked importance. This shows the author’s and protagonist’s opinion of society. Despite the fact that is not described in detail, the setting has a lot of impact on the reader. First of all, the story is set during fall, the horror season in most cultures. It’s also the time when nature begins to die. The Edwardian mansion is described to have â€Å"many windows†, which commonly in literature symbolise eyes. This creates a feeling of constant vigilance, as if Conradin and the reader could not do anything without Mrs. De Ropp knowing. The lack of detail pushes the reader to use his own imagination to recreate the old Edwardian mansion, which can either create more fear or reduce it, depending on the reader. The â€Å"cheerless† garden with â€Å"few trees† represents Mrs. De Ropp arid personality and decrepit physical appearance, which emphasises the regret and fear felt for the antagonist. The two main places Conradin spends most time on are his room and the toolshed. The first one is described as been â€Å"dark† and the second been at â€Å"dusk†. Light represents hope, so Sredni Vashtar, who lives in the tool shed, also represents hope. The main themes are the children role in the high class society, how the protagonists fails to fulfil them and the consecuences. The reader can easily see the closed social and religious views Saki is trying to criticise: The edwardian high class social standards, based on pride, severe rules and inhuman punishments and the lack of everyday devotion for religion, despite which one. The protagonist contrast and completely break these rules: Conradin hated his cousin, lost and changed his faith, did not had manners and rejected society. As we can observe â€Å"Sredni Vashta† represents divinity/God’s fail, in a social context where religion was extremely strong and important in everyday life; This obviously drags reader’s attention. Saki also explores the importance of a close family, which he lacked because, just as the protagonist, he was raised in Burma by hated relatives. In the story Conradin did not have a close and loving family so become into a troubled kid , with psychological, health and social problems. The language used to describe the protagonist includes a series of techniques Saki uses to emphasise specific characteristics or cause a certain effect on the reader. For example the religious downfall: Saki describes how Conradin thinks â€Å"church service was an alien rite† and instead his god was a ferret. Saki foreshadows Mrs, De Ropp’s death with Conradin’s hen death and with the prayers Conradin says to Sredni Vashtar: â€Å"Do one thing for me, Sredi Vashtar† This makes the readers pay attention to any details and do not loose interest, as well as creating a horror and suspense atmosphere. The contrast between the â€Å"cold afternoon† and the â€Å"warming daylight† is a pathetic fallacy which represents Mrs. De Ropp’s hope fading, anticipating her death. The toast is a symbolism for the pleasure death can cause. This is shown when Mrs. De Ropp tells Conradin about his friend’s death and she offers him a toast, and when Mrs. De Ropp is killed, Conradin prepares himself a toast. The fact that is his favourite meal shows the sick mentality of the character, who celebrates his freedom but also death. Humor, sarcasm and dramatic irony are commonly used by Saki in â€Å"Sredni Vashtar†, which develop a creepiness sensation on the reader. For example the maid says after Mrs. De Ropp’s death â€Å"Whoever will break it to the poor child?†, this dramatic irony is used to emphasise the fact that society did not understood Conradin, and it’s humorous because the maid was described as a stupid character.

Successful after-school program Essay Example | Topics and Well Written Essays - 20750 words

Successful after-school program - Essay Example Considerable attention and resources have been directed to after-school programs, particularly those that serve urban students and even more specifically those that serve at-risk students in urban schools. However, little is known about the origin, mission, or goals of after-school programs (Halpern, 2002), and even less is known about the impact on academics of the students who participate in these programs. More attention is being presently focused on these programs because there is a growing awareness that all students, including those who differ in some way from the â€Å"average† student, must be provided with an equitable, non-stigmatizing education (Montgomery and Rossi, 1994). Academic-based after-school programs may be one way that professionals can supplement the traditionally under-achieving at-risk students’ knowledge, skills, and abilities and help them reach and remain at-grade-level performance. Neither student diversity nor after-school programs are new to America’s school system. One account suggests that these programs emerged at the start of the 20th century as a result of an economic and ideological shift in the United States from using children as laborers to placing children in classrooms (Halpern, 2000). Children are no longer working with their parents in a factory or in the fields. As the century progressed, other trends, such as women working outside the home (and the subsequent â€Å"latch-key kid†), emerged (Lopoo, 2005)... 5 Summary 6 CHAPTER II: REVIEW OF LITERATURE 6 Introduction 6 History of After-school Programs 7 No Child Left Behind 9 Federal Role of Out-of-School Learning 12 At-Risk Students 13 Computer Usage in After-school Programs 14 Attendance and Academic Success 16 Benefits of Math After-School Programs 17 Summary 17 CHAPTER III: METHODOLOGY 18 Introduction 18 Research Questions and Hypotheses 19 Research Questions 19 Hypotheses 19 Background and Purpose 19 Methodological Design 20 Participants 22 Data Collection and Analysis 23 Consent and Confidentiality 24 Assumptions and Limitations 25 Summary 25 CHAPTER IV: RESULTS 27 Introduction 27 Description of Participants (Demographics) 27 Students’ Academic Performance 28 Analysis of responses to questionnaire 1: Student participation 31 Detailed analysis of each part 31 Further analysis through categorization of the responses 37 Identification of strengths and weaknesses of the program 39 Analysis of responses to the second questionnair e: Open-ended questions 40 2-1 Where the students went after school before the program 40 2-2 How often the students were alone before the program 42 2-3 Improvement in schoolwork after attending the program 43 2-4 Classes that would help to get a job in future 43 2-5 Usefulness of the computer lab at the program 45 2-6 Usefulness of the program in scoring better on the report card 45 2-7 Main language spoken at home 45 2-8 Affect of program on liking to attend school 45 2-9 Willingness to attend another program 47 2-10 Future goals since attending the program 47 2-11 How participation in the program could help to achieve future goals 50 2-12 Whether the program would be recommended to friends 52 Analysis of results from the parental evaluation 53 Detailed analysis of each response 53 Summary

Inprovement science Article Example | Topics and Well Written Essays - 500 words

Inprovement science - Article Example iplinary team at Pacific Oaks Hospital has noted a rise in pressure ulcer rates and considered setting up strategies to decrease the pressure ulcer rates. Several models have been developed to improve the quality of human health (Sadeghi, Barzi, Mikhail & Shabot, 2013). Among the various models developed include the Public Heath Model and the Model for Improvement. The purpose for this project is to evaluate the Public Health Model and the Model for Improvement to assess how they can aid in decreasing the pressure ulcer rates. The public health care model is among the most important models ever developed. The model incorporates a variety of prevention and care strategies. Gilbert (2011) states that the model focuses on the causes of disease, socio-cultural and economic factors that might interrupt the quality of healthcare services. The model is characterized by unique elements such as leadership, surveillance, and partnerships. The model can be adopted to improve the quality of service and welfare of people suffering from pressure ulcer disease. Actually, the model can be employed in developing effective prevention, rehabilitation, and palliative care strategies at different stages of disease development. For instance, surveillance can enhance timely detection of the diseases. As a result, prevention schemes will be established on time and, therefore, reduce the identified pressure ulcer rates. The model emphasis on teamwork and strategic performance. However, the model directs that the size and nature of the team should be determined by the needs and nature of the organization. The model explains that it is important to set goals that the improvement strategy intends to achieve. According to Hickey & Brosnan (2012), setting of goals gives the team a roadmap of whatever it intends to achieve. The model reflects on the importance of establishing measures and selecting changes. In essence, establishing measures aids in assessing whether adoption of a specific

BusinessMGT Unit1 Assignment Example | Topics and Well Written Essays - 1000 words

BusinessMGT Unit1 - Assignment Example Business Management Unit 1: Part 1 Introduction The function of job organization and information is a crucial offshoot of the organization structure that effectively delineates the different departments, divisions, sections and units in the light of the organization’s philosophy, resources and needs. A job description details the content of the job, specifically the nature of the job, the person the worker is responsible to, accountabilities, competencies and skills requirements, among others (Martires, 2004, 108). Given that the vice president for services requires a detailed presentation of the job description of a manager to be recruited for the services division, the essay hereby details the requirement. Job Description o a Manager of the Services Division Position: Manager, Services Division, assists the Vice President in the performance of management services functions and understands the organization’s practices and competently delivers outputs consistent with fu nctions expected of a manager. Characteristics and Experience Required: 1. Must be at least a Master’s Degree in Business Administration preferably with strong service background; with at least 3 years experience in a Service oriented organization. 2. With good moral character and exhibiting exemplary conceptual, communication, effectiveness, and interpersonal skills. 3. Must have knowledge of theories, principles and practices of managing a service organization with than 3 years experience in planning, organizing, leading, and controlling a new service department to provide excellent customer service. 4. Must have the ability to manage projects and programs by designing an interplay of activities consistent with the maintenance of a conducive working environment for the service personnel; must motivate subordinates towards the accomplishment of goals; must effectively coordinate requirements of various stakeholders and to recommend alternative courses of action to authorized higher management personnel for required decisions making processes. 5. Must be mature and dependable in all situations, aggressive with sincere desire further one’s professional career in the organization; flexible in working under different working conditions; possesses the highest degree of integrity and discipline and resourceful in undertaking assignments and projects, as necessary. Duties and Responsibilities 1. Directs and manages the service department into the development of strategies towards the accomplishment of plans, objectives and goals pursuant to policies and procedures; actively develops schedules, budgets, proposals and plans to comply with required programs; assigned duties, tasks and responsibilities of personnel; performs performance appraisals and evaluation of personnel; monitors the compliance to programs and the level of accomplishments of projects as planned; coordinates all activities with external agencies; prepares business continuity and emerge ncy plans and procedures; reviews required documentary reports and advises senior management, as required; actively involved in problem-solving, troubleshooting, conflict resolution and decision-making, as needed. 2. Coordinates with various stakeholders in terms of activities of the new department in terms of utilization of resources and the need to use funds, as proposed. 3. Reviews and updates policies, procedures and

Summarize the Ssources Coursework Example | Topics and Well Written Essays - 1750 words

Summarize the Ssources - Coursework Example For example, in the case of Marijuana, it evaluates health issues related with the drug. Medical anthropology is discussed in the book’s first part; the second part evaluates the environment and health along with the social sources of certain health issues, the range of medical systems in various societies is evaluated in the third part while the fourth part is in support of the fusion of social action and theoretical perspectives (Baer, et al., n.p.). The book provides an approach that is proportional and engaging in terms of both local and state politics. It demonstrates how the government and politics vary between communities and the states in which the communities are situated. It also identifies and discusses the sources and impacts of these differences. The book also looks at concepts put forward by societal scientists concerning the impacts of institutions and regulations on policies and politics. An example is that of the Arizona department of health that was tasked with regulating sale and use of Marijuana specifically for medicinal reasons. By evaluating such institutional mandates, the book gives insight on the outcomes and impacts of such regulations. The book also evaluates the effects of public policies and political bodies on public predicaments, and people like policies on prohibited drugs and their use (Donovan et al., n.p.). The book specifically and categorically looks at the campaign by the federal government against Marijuana. According to the book, the campaign by the federal government against Marijuana is focused on all aspects of Marijuana that include, its growth, cultivation, sale, and use that includes medicinal and recreational purposes. The book goes through the various administrations that have led the federal government including the Clinton, Bush, and Reagan administrations. It evaluates the efforts of these administrations to stop every use of Marijuana. The book looks at how these administrations disregarded

Research skills assignment one Essay Example | Topics and Well Written Essays - 1750 words

Research skills assignment one - Essay Example ill be discussed in this paper to identify the most suitable and appropriate methods and techniques that help to get the desired results and offer the public the much required information. Political surveys are also commonly known as the opinion polls. They are at times simply referred to as polls. They are conducted in the form of polls or public opinions that are obtained from a particular sample. These political surveys or opinion polls are common in a majority of the countries all over the world. They are mainly witnessed during the national elections or in rare cases when there are votes to be taken in the different corporate organizations. The main purpose of the political surveys is that they are designed to act as a representation of the opinions of an entire population through the conduct of a series of questions. They are in this case conducted to reflect the actual results of the true operations. Anderson and Pickup (2010, p. 243) illustrate that these are followed by the extrapolating generalities of ratios that are done within the present confidence intervals. Thus, the research methods that are used to conduct the opinion polls must be as suitable and re liable as possible in such a way that they minimize the rate of bias and can reduce the disparity between the results collected during the opinion polls and those that are obtained on the actual performance of the voting process. During the conduction of opinion polls, there are a number of methods and techniques that are used. These are meant to ensure that the results obtained in the surveys are as accurate as possible. In addition, they provide the ability to get precise results. Over the years, the various opinion polls have been maintained through telecommunications or through contacts between one person and another. Thus, there are varied methods and techniques. However, they are acceptable from region to region. Some of them include the ballots, verbal and processing forms which are commonly

Critical Studies Of Management And Organizational Theory Essay

Critical Studies Of Management And Organizational Theory - Essay Example Today’s organizations and work places are a melting pot of ethnic and multi-culturally diverse set of individuals. More foreigners are employed in western businesses than ever before; young and old work together. People form a diverse backgrounds and skill sets now coordinate their work in order to arrive at the best solution for complicated problems. The merger of companies, threat of downsizing, and rapidly changing work environments have tended to create a sense of unease about job security. Even then, employees demand more from the organization they’re employed in, high expectations in terms of workplace treatment, greater respect for their individuality irrespective of their ethic, gender, racial or family background or sexual orientation. The challenge then for companies is to develop more inclusive policies and procedures to embrace a wide variety of people while respecting their individuality. This model has largely been ignored by organizations which use their employees mechanically, expecting them to only produce.

Banking law Essay Example | Topics and Well Written Essays - 2000 words

Banking law - Essay Example Thus Alice clearly intended to rely on Beatrice’s expertise as a financial advisor. In a typical case, where a fiduciary relationship is created such as the one between Alice and Beatrice, the fiduciary’s (Beatrice) discretion to manage the funds is limited by contract.2 The terms of the contract are not revealed by the facts of the case for discussion. The only know term is stated in broad terms: to build an investment portfolio. Regardless, fiduciary duties are typically provided for in standard contract forms. These duties usually include the no conflict rule, a duty of loyalty, the rule against personal profits and confidentiality rules.3 Despite the fact that the fiduciary duties are typically detailed in the standard form of contract, the fiduciary remains bound by the principle fiduciary duty of good faith.4 Frase advises however, that financial institutions such as banks are not typically regarded as fiduciaries in the ordinary course of their duties. In such a case, the relationship between the banker and the client is regulated by contract, leaving the client limited to remedies for negligence or breach of contract.5 However, financial advisors like all other members of the banking and investment market can be held to a fiduciary duty which operates outside of the contract with the client. According to Frase, in this regard, the fiduciary duty is â€Å"fact-based†.6 In other words, whether or not Beatrice, as a financial advisor is a fiduciary will turn on the particular facts of the case. As Lord Upjohn stated, it is necessary to evaluate all of the â€Å"facts and circumstances† to ascertain whether or not the agent in question is a fiduciary.7 Lord Upjohn went on to state that: The relationship must then be examined to see what duties are thereby imposed on the agent to see what is the scope and ambit of the duties.8 Lord Wilberforce also stated that the exact nature of the fiduciary’s duties â€Å"must be moulde d according to the nature of the relationship†.9 Frase explains that where a bank provides the ordinary services of receiving deposits or extending loans, it would not typically have a fiduciary relationship with its clients. However, the moment the bank goes beyond those contracted services, a fiduciary relationship will most often arise. For example in the event the bank or one of its agents, uses confidential information for its own use, a fiduciary duty arises.10 A fiduciary duty will also arise where the bank has a conflict of interest.11 It can be argued that Beatrice made personal use of confidential information connected to Alice’s account. Beatrice knew the details of Alice’s account and while she did not pass their information on to others, she used that information to access Alice’s account. Moreover, there is no doubt that a conflict of interest arose since Beatrice was concerned about her own financial difficulties and desires and put those ah ead of her client’s interest: to build an investment portfolio. The definition of a fiduciary as provided by Asquith LJ clearly captures the essence of Beatrice’s relationship with Alice. As Asquith LJ stated, a fiduciary duty

The Influence of International Training on Firefighters' Training Dissertation

The Influence of International Training on Firefighters' Training Performance Outcomes - Dissertation Example As an attempt to decrease the unfavorable outcomes among firefighters, majority of fire departments incorporate these fire training regimens, including physical training programs that will ensure the competence and physical fitness of firefighters when in duty. Firefighters obtain learning through a combination of classroom and practical training that enables these individuals to maintain or further enhance such competences. The importance of providing training and development opportunities for firefighters has been signified by the implementation of policies and considerable amount of resources invested for workers to acquire learning and knowledge. However, it has been asserted by Moats, Chermak, and Dooley (2008) that for training systems to yield positive outcomes, its effectiveness must be assessed as well. Many organisations have been known to lack the resources for providing training that is not measured with regards to its significance in the attainment of organisational goal s. According to Brinkerhoff (2005), training and development of workers must be in adherence to the accomplishment of long-term objectives. Effectiveness is a major aspect of worker training and development for any organisation due to the fact that this enables workers to attain and enhance the necessary skills and knowledge for successfully carrying out their duties. For these organisations to establish and maintain efficient programs, it is highly significant for these training systems to be evaluated to ascertain its consistencies with the overall strategy of the former. Exploring the related procedures and decisions that are carried to ensure training effectiveness is equally important as well (Mitroff, 2005). While organisations who require workers for increased security, including the use of fire departments, have allocated a significant amount of money for developing well-trained and competent workforce members, there remains a need to look into their efficiency in carrying o ut these services. Therefore, this study places an emphasis on the training programs provided to firefighters, particularly in the Saudi Arabian Oil Company (Saudi Aramco), to evaluate these activities and programs and their outcomes on both the organisation and the firefighter themselves. Saudi Aramco is known as the Saudi Arabian Oil Company that is a state-owned oil company in Saudi Arabia and is expected to be the most valuable company that is privately-owned in the world. Aside from maintaining a large hospital and offer health insurance for workers, Saudi Aramco is also known for having a number of fire stations that provide both residential and industrial services. Its industrial security was established twenty years ago as a means of ensuring the safety of the industrial and residential vicinities within and surrounding the company. However, a major challenge for the company is to provide satisfactory fire protection with which both the hard and soft infrastructure should be emphasized (Shelley and Smith, 2008). While the hard infrastructure is comprised of the facilities, its soft counterpart focuses on the individuals who carry out the work. It has been a concern for the Saudi Aramco to enhance their fire protection services as well as the safety of their own firefighters by

Environmental Issue Essay Example for Free

Environmental Issue Essay The current concern of our environmentalist nowadays is how to bring back the bountiful natural resources of our venue of living before. This is just a dream but this can be true because nowadays everything is possible. It is, indeed, a great challenge of this environmentalist to provide solutions of the problems manifested in our environment. Before presenting my arguments, I would like first to secure the parameters of this debate. I limit this debate to one of the hottest issues in the environment which is Air Pollution. Air Pollution is the human introduction into the atmosphere of chemicals, particulates or biological materials that cause harm or discomfort to humans or other living organism. Looking at the status quo, it is obscene that there are a lot of sources that made our air contaminated. First point, I content that the severity of catastrophe happened in our environment deeply rooted from anthropogenic sources (human activity) such as â€Å"Stationary Sources† as smoke stacks of power plants, manufacturing facilities and municipal waste incinerators. â€Å"Mobile Sources† as motor vehicles, aircraft etc., marine Vessels such as container ship or cruise ships and related port air pollution, burning wood, fireplace, stoves, furnaces, fumes from hair spray, varnish, paint, aerosol spray and other solvent, oil refining and industrial activity in general. These things respond the question of why our air is being contaminated. Second point, I would like also to argue that the government plays a vital role in protecting our environment. The government has the prowess to make some possible and practical solutions of environmental problems. They have enough budgets to initiate some activity and project that would cater the protection and preservation of our natural resources. To sum up my arguments, first the main problem is the human activity that deteriorates our environment and second is the irresponsible action of the government. We can make a difference as by letting ourselves as an example because change starts in ourselves. http://en. wikipedia. org/wiki/Air_pollution#Sources This page was last modified on 22 March 2008, at 18:53. All text is available under the terms of the GNU Free Documentation License. (See Copyrights for details. ) Wikipedia ® is a registered trademark of the Wikimedia Foundation, Inc. , a U. S. registered 501(c)(3) tax-deductible nonprofit charity.

Benefits of Ontology in Social Science

Benefits of Ontology in Social Science What is ontology? Why is it important for the social scientist to know about it? Speaking out of modest personal experience as a political science graduate, the issue of ontology as well as epistemology (and the consequent choices social sciences scientists make) has been always in an arena of confusion for most social sciences graduates. Students, all over the world, feel alienated and often misguided regarding the nature of these terms and thus are often relatively late in determining their stands in this crucially important and inescapable subject. Furthermore, a simple investigation of typical course offerings of social sciences degrees around the globe exposes a general lack of methodology courses at the undergraduate level. This issue adds to the general confusion of students on the issue. Often, not until students move to postgraduate level when they are adequately trained in methodology of research and consecutively become able to develop understanding of ontology and epistemology. Furlong and Marsh (2002) explain the issue brilliantly when they say: â₠¬Å"At First these issues (ontological and epistemological positions) seem difficult but our major point is that they are not issues that can be avoided. They are like a skin not a sweater: they cannot be put on and taken off whenever the researcher sees fit.† (Furlong and Mars, 2002, p.17). In this essay, we try to provide a general overview of ontology and shed light on its importance. What is ontology? If one is to define Ontology in Social sciences, it is important to step back to the philosophical origin. In philosophy, ontology is widely defined as a major branch of metaphysics, the study of the nature of reality. Encyclopaedia Britannica (2009) defines Ontology as the â€Å"philosophical study of being† and what generally prescribes to reality. Aristotle first called ontology â€Å"first philosophy†, and later the Latin term â€Å"ontologia† appeared after being invented by the German philosopher Lorhardus. Furlong, and Marsh (2002) explain ontology a â€Å"theory for being†, in other terms the main question of whether exists a reality that is autonomous from our understanding. To elaborate this idea in social sciences context, they give the example of gender identity and John Grays book â€Å" Men are from Mars and Women are from Venus†. The book argues that men and woman are fundemantaly different from each other and asserts that if it would be better if both would recognize this difference. That argument subscribes to a foundationalist (essentialist) ontological stand. On the other hand Furlond and Marsh (2002) assert that feminists would fiercly attack such a view as they link differences between men and women are â€Å"socially constructed†. This stand asserts an anti-foundationalist (constructivist) ontological position. Foundationalism and anti-foundationalism represent the two main ontological positions taken by scientists, and to understand ontology one should explain those main ontological positions. Importance Epistemological consequences The debate of who comes first, and the importance of Ontology in social research: Needless to say, a social researchers ontology can be understood as their view of social world. This have a consequence on choosing the ways the researcher will do his research, the methods, used, and theories put forth. Nevertheless by saying this we avoid hinting that ontology precedes or follows epistemology, an issue of debate among social scientists. According to Bares and Jekins (2007) learning of ontology (and epistemology) helps â€Å"differentiate and choose between competing theories and analytical traditions† Additionally they assert that many introductory texts to Ontology and Epistemology seems to sponsor a directional relationship that asserts that ontology precedes epistemology in social research. In their opinion this hinders the learning process as discretely favours certain theoretical choices. They further assert that ontology (and epistemology) are important in ontology. (2009). In Encyclopà ¦dia Britannica. Retrieved December 11, 2009, from Encyclopà ¦dia Britannica Online: http://www.britannica.com/EBchecked/topic/429409/ontology A Skin not a Sweater: Ontology and Epistemology in Political Science Furlong, Paul and Marsh, David (2002) A Skin not a Sweater: Ontology and Epistemology in Political Science. In: Theory and Methods in Political Science. Palgrave Macmillan, pp. 17-41. ISBN 0-333-94856-4

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