Oliver Twist by Charles Dickens Essay Example for Free

Oliver Twist by Charles Dickens Essay Oliver Twist is a novel written by Charles Dickens. The novel follows an orphan boy named Oliver through many trials and tribulations he must endure. Through this he does have a few kind, compassionate, and stable people to rely on. Two of the most important were Nancy and Rose Maylie. Within this essay I will give a detailed description of both Rose and Nancy and also compare and contrast the two. First I would like to introduce you to Nancy. Nancy is the only female character of Fagin’s group. Being a part of this group Nancy must steal from the rich in order to make money for basic necessities and keep her relationships with the crew. This lifestyle puts he in the criminal social class or otherwise know as the lowest of the low social class. Nancy, much like Oliver, was also an orphan growing up. She acquires no formal education; therefore she can neither read nor write. Even though Nancy was not blessed with the luxury of the basic upbringing, she maintains very impressive street smarts. She displays this when bringing stolen goods to Fagin that are bundled like a baby so it is not witnessed as suspicious. Nancy may have been a criminal but she had a great heart. She had a great relationship with all of Fagin’s boys and cared for all of them. She also cared greatly for her boyfriend Bill Sikes who, in my opinion, did not return this love. Bill was very abusive towards Nancy and seemed to threaten her on a regular basis. When confronted with the question, â€Å"Do you love me Bill?† by Nancy, he did not directly answer and proceeded to ignore the question. In the end it was also Bill who ended up murdering Nancy. Apparently, Bill Sikes thought Nancy telling Mr. Brownlow and Rose where to find Oliver was punishable by death. By following through with the action of â€Å"peaching†, Nancy shows how much she truly cares about Oliver. Another major character in Oliver’s life was Rose Maylie. Rose Maylie was a ward of Mr. Brownlow, therefore also making her an orphan. Mr. Brownlow was an Upper Middle Class man, which made Rose and Upper Middle Class â€Å"Victorian woman.† She, like many others from her social class, was well educated. She even was very talented at playing the piano. Mr. Brownlow’s grandson, Edward, wanted to marry Rose. Rose, seeing that Edward’s thinking was wrong, expressed to him how against the idea she was; something very uncommon for that day in age. Oliver was brought into the home by Mr. Brownlow after Oliver was wrongfully accused of pick pocketing him. While Oliver is changing into clean, more appropriate clothing, Rose notices scars on Oliver’s back due to beatings. From then on Rose feel obligated to protect poor Oliver. She becomes somewhat of a sister figure to him. Throughout the novel Rose protects and defends Oliver. As you can see Nancy and Rose are different in many ways. However, both women do have a few things in common. Rose and Nancy both had very different social classes.

Essay on The Theme of Rappaccini’s Daughter -- Rappaccinis Daughter E

â€Å"Rappaccini’s Daughter† – The Theme  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   In Nathaniel Hawthorne’s tale, â€Å"Rappaccini’s Daughter,† the dominanat theme is the evil within mankind. This essay intends to explore, exemplify and develop this topic.    Hyatt Waggoner in â€Å"Nathaniel Hawthorne† states:    Alienation is perhaps the theme he handles with greatest power. â€Å"Insulation,† he sometimes called it – which suggests not only isolation but imperviousness. It is the opposite of that â€Å"osmosis of being† that Warren has written of, that ability to respond and relate to others and the world. . . . it puts one outside the ‘magic circle’ or the ‘magnetic chain’ of humanity, where there is neither love nor reality (54).    Waggoner’s theme of alienation does play a part in â€Å"Rappaccini’s Daughter† in reference to the doctor and Beatrice, and Giovanni after he has been rendered poisonous by prolonged contact with Beatrice. But alienation is not, in the opinion of this reader, the dominant theme in the tale. The overriding theme would be the evil residing within human beings, regardless of how attractive they appear outwardly. â€Å"Everything he has to say is related, finally, to ‘that inward sphere’† (McPherson 68-69).    Giovanni’s love for the beautiful daughter blinds him to various indications of her poisonous nature, to the evil nature of her father and to the intent of her father to involve Giovanni as a subject in his sinister experiment. At the climax his blindness is removed and he sees, with Beatrice’s help, the truth of the situation; he sees the evil within man.    The tale takes place in Padua, Italy, where a Naples student named Giovanni Guascanti has relocated in order to attend the medical school there. His modes... ...es Press, 1968.    Hawthorne, Nathaniel. â€Å"Rappaccini’s Daughter.† ElectronicText Center. University of Virginia Library. http://etext.lib.virginia.edu/etcbin/browse-mixed-new?id="HawRapp"&images=images/modeng&data=/texts/english/modeng/parsed&tag=public    Kazin, Alfred. Introduction. Selected Short Stories of Nathaniel Hawthorne. New York: Fawcett Premier, 1966.    McPherson, Hugo. â€Å"Hawthorne’s Use of Mythology.† In Readings on Nathaniel Hawthorne, edited by Clarice Swisher. San Diego, CA: Greenhaven Press, 1996.    Waggoner, Hyatt. â€Å"Nathaniel Hawthorne.† In Six American Novelists of the Nineteenth Century, edited by Richard Foster. Minneapolis: University of Minnesota Press, 1968.    Williams, Stanley T. â€Å"Hawthorne’s Puritan Mind.† In Readings on Nathaniel Hawthorne, edited by Clarice Swisher. San Diego, CA: Greenhaven Press, 1996.

The Perfect Breakfast

The Perfect Breakfast Nowadays people don’t give making breakfast at home a second thought. With places like McDonalds and Burger King how could you think about cooking? These fast food restaurants have made many people lazy when it comes to cooking. Eating artificial eggs and meat, that’s not real food, that’s a waste of money. As a passionate breakfast eater, were going to tell you confused and deceived people how to prepare your breakfast at home. The ingredients you are going to need are†¦.Turkey Bacon, water, butter, pancake mix, eggs, bread. The utensils you’re going to need are a toaster, a pan, a baking pan, spatula and a skillet. The first thing you’re going to do is prepare the turkey bacon. You’re going to preheat your oven at 350. Next place some wax paper in the flat pan, and then place the strips of bacon on the wax paper. Put the bacon in the oven for about 10 minutes or less. After the bacon is finished take it out the ov en. The next thing is preparing the pancakes.To prepare the cakes you’re going to need butter, water, pan, a spatula, and the pancake mix. The first step to making pancakes is preheating the pan place a small amount of butter in the pan. The butter gives the pancakes flavor and stops them from sticking to the pan. Next mix about a half cup of water with your pancake mix and after the butter has melted some, pour small amounts of the mix in the pan. Flip the cakes over about every minute or until you see bubbles forming on the top.When this process is complete, take them out of the pan and place them on a plate. Stack them to the perfect height, and prepare to go to pancake heaven! Next are the eggs and there’s two ways you can cook your eggs, Sunnyside up, or scrambled. To prepare the eggs you’re going to need cooking oil, about four eggs, a skillet and a spatula. The first thing you do is preheat your skillet and put ? tablespoon of the cooking oil into the pan . Then you check your eggs and put them in a bowl and beat them until, you feel satisfied.After the skillet is ready you pour the eggs into the skillet and fry them until they are a bright yellow color, or to your satisfaction. Last, but not least is the toast. Preparing toast is quiet simple. You will need a toaster oven, bread in the toaster, press the level, let the bread brown, or until you are satisfied. After the toast is toasted apply small amounts of butter or as much as you feel is needed. Then pour up a cold refreshing glass of VA orange juice. After all that, your perfect breakfast is done and now it’s time to eat!

Technology and education

Introduction: Disability and TechnologyAccording to the U. S. Department of Commerce, more than half of all Americans use the Internet in some way, but â€Å"persons with a disability are only half as likely to have access to the Internet as those without a disability†¦ [a]nd while just under 25% of those without a disability have never used a personal computer, close to 60% of those with a disability fall into that category.† In addition â€Å"[a]mong those with a disability, people who have impaired vision†¦ have even lower rates of Internet access and are less likely to use a computer regularly than people with hearing and mobility problems† (National Telecommunications and Information Administration, 2000, p. xv).Cyndi Rowland, director of the Web Accessibility in Mind (WebAIM) project at Utah State University's Center for Persons with Disabilities, calls for a â€Å"national solution† to the problem of inaccessibility, especially â€Å"if we are t o abide by civil rights legislation, federal rulings, and common ethics† (Rowland, 2000, p. 10). Understanding the specific needs and concerns of students with disabilities may aid educators, information technology designers, and educational institutions to ensure that students with disabilities, particularly those who are blind or visually impaired, are not left behind in this technological â€Å"revolution.†The Internet and the web have become an integral part of higher education, transforming the educational experiences of all   students. In 1997, the World Wide Web Consortium (W3C), the international body that oversees the protocols and operations of the Internet, created the Web Accessibility Initiative (WAI). WAI is responsible for promoting web functionality for people with disabilities and establishing accessibility guidelines. In this age of computer technology, many of the tools needed to enable students with disabilities to obtain equity in education and be yond already exist. For those involved in educational institutions, these tools can provide opportunities and independence, eliminating the obstacles and barriers that many of the current systems still enable.A review of the literature related to attitudes and other barriers that people with disabilities must contend with every day at school and at work, the integration of computer technology in postsecondary education, and the needs and concerns of students with disabilities, in particular those who are blind or visually impaired, may provide some insights for future policies and guidelines regarding access and use of computer technologies for students who are blind or visually impaired.Technology: Enhancing Modern EducationExperiences of people with visual impairments in the workplace and their use of computer technology and the Internet was the focus of a qualitative study conducted in Australia by Williamson, Albrecht, Schauder, and Bow (2001). Primarily through focus group rese arch, the researchers presented the perceived benefits and concerns of the study's participants. Most agreed that the Internet enabled them to participate in an information and communication format that is becoming a primary source for many people. Many also saw the Internet as enabling them to be less reliant on others and, therefore, facilitating an increase in their own privacy.However, some were concerned about a reduction in social contact and an increase in isolationism. An additional concern was that there would be a decline in the quality of services from such entities as the government and banks because more is being done online. Training was viewed as critical to successfully using the Internet and computer technology. This, it was believed by many, was the key to achieving equality in the workplace, yet many felt it was a low priority by agencies and workplaces. Cost was also viewed as a barrier to accessing computers and the Internet.With various Internet advances, more individuals in all sectors of the community are working from home.   For visually impaired members of community the Internet has the potential to free them from the restrictions they have experienced in the past while seeking to obtain employment. â€Å"Once the challenges of access have been surmounted, [visually impaired] users can take their places in the digitalized workforce† (Williamson et al., 2001, pp. 693-4).With computer technology becoming a part of all college students' educational experiences, how are postsecondary schools preparing students for a computer-integrated future? To determine how the use of various technologies affect student learning, Shuell and Farber (2001) conducted a study of 728 sighted undergraduate and graduate students at a large northeastern university, where they found that, in general, students perceived the use of computer technology in their courses to be very beneficial. Students also believed that the use of communication technology brought an increase in their sense of involvement in a course.Eighty-eight percent of the sample indicated that their use of computer technology helped them learn materials and skills, and 75 percent indicated that using computer technology improved the quality of interaction with their instructor. Students also viewed the use of dynamic computer presentations and the Internet in lectures very favorably; it kept their interest, and the students believed that it improved their learning.  Ã‚  Ã‚   Students also favored electronic forums as a way to interact with their peers (e.g., email, listservs, and newsgroups) and believed that the use of these forms of computer technology increased the quality of these interactions.Another interesting finding in this study was that students who considered themselves to be more independent tended to respond more favorably to these technologies and the learning benefits associated with them. One theme of this study was the appreciation that stude nts had of the ability for computer technologies to enable independent learning. When serving the needs of students with disabilities, independence is a key factor to consider.Lewis, Coursol, and Khan (2001) examined the use and effect of computer technology on student development and education. They surveyed 124 sighted undergraduate students who attended a regional public institution in the Midwest. Technology choices, which included use of email, the Internet, and multimedia, were based on technology trends in higher education.Results indicated that the majority of students were comfortable with computer technology, using such tools as email and the Internet for both academic and social purposes. Both men and women spent about the same amount of time on email, class assignments on the computer, playing computer games, and shopping on the Internet. However, women spent significantly fewer hours surfing the Internet than men did.Consistent with Shuell and Farber (2001), Lewis et al . (2001) also confirmed that students believe the use of email increases their frequency of communication with faculty, which, in turn, enhances the faculty-student relationship and enables faculty to be more accessible. The issue of accessibility was discussed in this report and how there is a need for higher educational institutions to address this issue, which the authors indicate to be a social problem that has significant economic and social implications. They point to the need to recognize that there are some students, including those with disabilities, who may be at a disadvantage when a course requires the retrieval of materials from the web.The use of computer technology has become an accepted and expected component of every student's postsecondary educational experience. To better understand the use and effectiveness of these technologies, all of the studies used in this paper that focused on computer technology in higher education examined one or more aspects of the integ ration of these technologies into the educational system. The Arant (1996) study focused on the use of the Internet and the World Wide Web in higher education.Employing both qualitative and quantitative methods (phone interviews and a survey), it concluded that, while using online components to traditional courses did not support the apparent belief that online education saved time and money, it did change the way in which courses were taught, with additional online portions being incorporated into courses. For students who are visually impaired or blind, this could result in additional barriers.Computer Technology and Visually Impaired StudentsIn an extensive two-year study in Canada, Fichten, Barile, and Asuncion (1999) investigated the computer, information, learning, and adaptive technology needs and concerns of Canadian postsecondary students with disabilities. Of the findings from this study, computers were found to be critical to the success of students with disabilities, and the vast majority of students, regardless of gender, age, program of study, or type of disability, could and did use computer technologies to help them succeed. An important development that emerged from this study was that students often â€Å"cross-used† technologies. For example, while students with visual impairments are expected to use screen reader software, students with learning disabilities also used this software.The students in this study considered computers as â€Å"electronic curb cuts,† enabling technologies that allow students with disabilities to better prepare for and participate in the information-based economy of tomorrow. Fichten, et al. (1999) urged postsecondary education institutions to design for accessibility and to consider the needs of students with disabilities before making purchases.   What the authors describe as â€Å"troubling† is â€Å"the absence, in many cases, of planning for access† for students with disabilities by postsecondary institutions (Fichten et al., p. 179).  As some technological barriers fall, others are slowly erected as new technologies continue to become part of a student's educational experiences. One suggestion the authors had for government funding bodies to help raise awareness of these issues was to take accessibility issues into consideration when reviewing grant applications and to create incentives for businesses to develop and market technologies that are accessible to all students. The authors wrote: The enormous potential of computers to remove barriers to students with disabilities and concerns over barriers posed by limitations in access were central issues noted by respondents in all categories in all phases of the research (p. 180).Shaw and Giacquinta (2000) used a questionnaire that was very carefully developed, field tested, and revised several times before being used for this study. The sample consisted of 412 sighted graduate students. This study was very well thought out and documented.  Ã‚   The authors suggested that faculty integrate more computer technology into their curricula (e.g., with the use of such tools as Blackboard, WebCT, and course web pages). They did not, however, take into consideration the ramifications of that suggestion as it applies to students who are blind or visually impaired.  Ã‚   Unfortunately, unless having been asked to consider it, most faculty do not think about students who are blind or visually impaired (or who have any other disability) when they begin to integrate technology into their curriculum.Shuell and Farber (2001) piloted a questionnaire and discussed it within two focus groups before using it for the study. Their sample was composed of 728 sighted undergraduate and graduate students.  Ã‚   Both qualitative and quantitative data showed a link between active, participatory learning and the positive perception of students regarding technology as a learning tool; they also confirmed tha t the use of technology made the classes seem more personal to the students.However, the authors caution that the apparent relationship found in their study between a positive perception of computer technology by students and students' actual learning is still unclear. Lewis et al. (2001) used an author-constructed survey, which they described as â€Å"a self-report, forced-choice survey.† One of the problems with this study is that a self-report is subject to response bias, although the results of this study were consistent with the others regarding a positive perception and use of computer technology by students in postsecondary institutions. Both Shuell et al. and Lewis et al. recommended that future research focus on the impact of technology on student learning. Lewis et al. also recommended the need to examine the use of technology among specific groups, such as students who are Hispanic, African American, and commuters.ConclusionGiven the state of existing literature in the area of postsecondary students who are blind or visually impaired, combined with the overwhelming integration of computer technology into the academic environment, there is still a need for a more substantive exploration into how postsecondary institutions are supporting and serving the best interests of these students. Disability scholars Susan R. Jones and Julie Smart point out the relationship between individuals who have a disability and how society views people with disabilities. They assert that disability is a universal issue, and yet there is no single disability experience.With a focus on the prejudices, discrimination and stigma experienced by people with disabilities and their responses to their disabilities, Jones (1996) and Smart (2001) define disability as a socially constructed phenomenon that combines the experiences of those living with a disability together with their environments. Goggin and Newell (2003) further state that â€Å"in the name of inclusionâ₠¬  society builds disability into digital technologies, arguing that disability has been constructed in the technological world of computing and computer networks and that there is a need to critically analyze the ways in which it is constructed within contemporary society.ReferencesArant, Jr., M. D. (1996, August). Going online to teach journalism and mass communication.   Ã‚  Ã‚  Ã‚   (ERIC Document Reproduction Service No. ED399596)Fichten, C, Barile, M., & Asuncion, J. V. (1999). Learning technologies:Students with   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   disabilities inpostsecondary education [Montreal: Final Report to the Office of   Ã‚  Ã‚  Ã‚   Learning Technologies]. Adaptech Project,Dawson College. (ERIC Document   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reproduction Service No. ED433625)Goggin, G. & Newell, C. (2003). Digital disability: The social construction of disability in   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   new media. Lanham, MD: Rowman & Littlefield.Jones, S. R. (1996). Toward inclusive theory: Disability as social construction. NASPA   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Journal, 33(4), 347-354.Lewis, J., Coursol, D., & Khan, L. (2001). College students @ tech.edu: A study of comfort and the use of technology. Journal of College Student Development, 42(6), 625-631.National Telecommunications and Information Administration. (2000). Falling through the   Ã‚   net: Toward digital inclusion. A report of American's access to technology tools. Retrieved March 18, 2009, from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.ntia.doc.gOv/ntiahome/fttn00/Falling.htm#6Rowland, C. (2000, October). Accessibility of the internet in postsecondary education:   Ã‚   Meeting the challenge. Paper presented at the Universal Web Accessibility   Ã‚  Ã‚  Ã‚   Symposium 2000, San Antonio, Texas. Retrieved March 18, 2009, from   Ã‚  Ã‚   http://www.webaim.org/articles/meetchallenge/Shuell, T. J., & Farber, S. L. (2001). Students' perceptions of technology use in college      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   courses. Journal of Educational Computing Research, 24(2), 119-138.Shaw, F. S., & Giacquinta, J. B. (2000). A survey of graduate students as end users of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   computer technology: New roles for faculty. Information Technology, Learning, and   Ã‚  Ã‚  Ã‚   Performance Journal, 18(1), 21-40.Smart, Julie (2001). Disability, Society, and the Individual. Gaithersburg, Maryland: Aspen Publishers.Williamson, K., Albrecht, A., Schauder, D., & Bow, A. (2001). Australian perspectives on the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   use of the internet by people who are visually impaired and professionals who work   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   with them. Journal of Visual Impairment & Blindness, 95(11), 690 – 701.

Contemporary issues in Forest Schools The WritePass Journal

Contemporary issues in Forest Schools   CONCLUSION Contemporary issues in Forest Schools IntroductionChild well-beingObesityBehavioural problems and poor social skillsForest School in the local area.  CONCLUSIONRelated Introduction This report explains the philosophy behind ‘Forest Schools’ and why it has been introduced in England and its relevance to the Early Years National Curriculum.  Ã‚   It will outline the History and benefits of ‘Forest Schools’ in the Early Years; how it can address current crises in the U.K.; and explains the problems encountered in delivering the initiative.   Ã‚  It looks into the implementation of ‘Forest Schools’ locally, taking into consideration the necessity to change attitudes and the complications with logistics of putting this approach in place. ‘Forest School’ approach has not been a Government led initiative, although they do appreciate its benefits.  Ã‚   The Department of Health (DOH) and Department for Children, Schools and Families (DCFS) have realised ‘Forest Schools’ are a positive step towards the health and education of young children (Alexander and Hargreaves, 2007). The UK Parliament House of Commons Select Committee on Education and Skills, agreed with the principle of outside classroom education saying, â€Å"we are convinced that out of classroom education enriches the curriculum and can improve educational attainment† (U.K. Parliament, 2004;   part 7, para. 1). The Early Years Curriculum has seen many alterations in the last ten years to accommodate the changing requirements for educational settings.  Ã‚   The British educational culture is formal, lessons are planned and children assessed routinely.  Ã‚   As   the need for children to attend educational settings at an earlier age and pedagogy changes to keep in line with new research, the curriculum changes accordingly. The UK Government believes parents should return to work as soon as possible after Maternity Leave to help to eradicate child poverty and childrens’ learning would benefit from early intervention too.  Ã‚  Ã‚   Ball (2010 p, 49) states Surestart emerged as an early intervention to â€Å"†¦give children†¦ a good start†¦. in their learning and development†¦ and combined with Child Tax Credits, is intended to enable more mothers to return to the workforce.† To allow mothers to return to work, Government felt it their responsibility to provide adequate provision for affordable, flexible childcare in Childcare Act 2006 and so the DCSF was set up in June, 2007.  Ã‚   Its role was to promote educational excellence, raise standards in education, reduce child poverty, re-engage disaffected children and to ensure integrated services.  Ã‚   The Early Years Foundation Stage (EYFS) became statutory in September, 2008, it is central to the development and welfare of children   and also acknowledged the importance of outdoor learning (DfES, 2007).  Ã‚   This policy combined the ‘Curriculum for Guidance for the Foundation Stage’ (QCA/DfEE, 2000), ‘Birth to Three Matters Framework’ (DfES, 2002) and also ‘National Standards for Under Eight’s Day Care and Childminding’ (Sure Start, 2003). There has been much discussion questioning the approach to educating the under 7’s (Yelland, 2005).  Ã‚  Ã‚   The Cambridge Primary Review made 75 recommendations. (www.guardian.co.uk/education accessed 21.2.2011)  Ã‚   In comparison in other countries children do not start formal education as early as in the U.K.  Ã‚   In Primary Review interim report, 2008, it indicates that these countries reap social and emotional benefits, without any delays in education. Over time children have become disconnected from nature according to   Richard Louv (2005). He identified this as ‘nature deficit disorder’.  Ã‚   An article in the Spring 2011 National Trust magazine states, â€Å"there is growing empirical evidence to show that exposure to nature brings substantial mental health benefits†. Policy makers, education services, health care providers, residential developers and organisations such as Natural England, British Mental Health Charity and the National Trust are beginning to realise there needs to be a deep cultural change to connect children back with nature. In the 19th Century outdoor life was a normal part of a child’s life and this was where they learnt their skills for life and, therefore, they did not need the educational system for guidance.  Ã‚   However, industrialisation meant that families moved to urban areas to find work which resulted in children being separated from the countryside and fresh air. (Knight,2009)  Ã‚   Thence, mainly the middle and upper classes used the countryside and educationalists and health professionals began to notice the effects caused by the lack of outdoor space. The MacMillan sisters founded outdoor nurseries to counteract this insisting quality time to play and fresh air were needed for healthy bodies and minds (Pugh and Duffey,2010).  Ã‚   Susan Isaacs started a nursery for privileged children, based around the outdoor environment.  Ã‚  Ã‚  Ã‚  Ã‚   Badon Powell initiated the Scout Movement to improve the welfare of boys in our society and he encouraged them to engage with the environment.  Ã‚   The Outward Bound Movement was introduced by Kurt Hahan in response to the moral decline of young people.  Ã‚   These educationalists initiatives were in response to crises in society caused by industrialisation.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Practitioners are always looking for new ways of helping children learn.  Ã‚   Rudolph Steiner schools’ endorse outdoor play for learning (Pound,2009).  Ã‚  Ã‚   Froebel realised the importance of play and Stalozzi the importance of physical education (Pound, 2009).Over time society seems to have lost sight of the importance of regular outdoor opportunities, e.g. playing fields have been sold to boost funding.  Ã‚   Recently there is talk of the Forestry Commission selling forests to private enterprises and charities – Article in the Daily Mail, 2011, â€Å"Outcry stalls  £100m forest sell off†.  Ã‚   The government identified the need to be active outdoors but their actions do not confirm.  Ã‚   Increase in reports of crime in society means parents no longer feel it is safe to let children play, outdoors, unsupervised.   There are many reasons for the lack of outside play but children need fresh air and exercise for their wellbeing. Research endorses outside play as being essential to children’s learning and well-being. (Bilton, 2008)  Ã‚  Ã‚   One response to learning in the outdoors, is ‘Forest School’, an idea derived from a culture of education in an outdoor environment in Scandinavia (Knight, 2009). Williams-Siegfredsen (20 05, p.26) acknowledged   â€Å"for Foundation Stage children Forest School exactly addresses their developmental needs, fostering skills that then help them to succeed in our conventional learning environments†. Practitioners from the Early Years department of Bridgwater College visited a nursery in Denmark in 1990.  Ã‚   Children were playing outside in all weathers, being in woodland, close to nature.  Ã‚   They learnt about the environment, how to look after it and how to respect each other.  Ã‚   Their physical skills were developed as they ran and balanced, they had open fires and whittled with knives.  Ã‚   It was noted that when the children attended formal schooling, after Forest School, at the age of 7, they arrived with high self-esteem and strong social skills and were confident and competent learners, attributes that would boost their academic learning. (Knight, 2009)  Ã‚   The Bridgwater practitioners brought the idea back to England and developed it in their college nursery. The Forestry Commission paid The New Economics Foundation (NEF) to research the benefits of ‘Forest Schools’ (See Appendix 1)  Ã‚   They found children who attended ‘Forest Schools’ took pride in their surroundings, had improved confidence, could work well in a team and had more motivation to learn and so in 2002 The Forestry Commission saw the relevance of ‘Forest Schools’ and supported it by piloting ‘Forest Schools’ in England, replicating the research.  Ã‚   In 2003, Green Light Trust (GLT) launched ‘Forest Schools’ across England and ran Open College Network (O.C.N) courses to train practitioners. Knight (2009) recognised that not only could ‘forest school’ approach help with educational attainment but could also help tackle other current social crises in the UK, such as child well-being, obesity, child behavioural problems and poor social skills. Child well-being One in three children are living in poverty in the United Kingdom (UK) this rate is the highest in the industrialised world.  Ã‚  Ã‚   Child poverty creates problems in education, employment, mental and physical health and social interaction.  Ã‚   Tony Blair set targets to end child poverty, in the UK, by 2020. The Government introduced ‘Every Child Matters (ECM)’ (DfES, 2003) to protect all children and improve their well being it was intended to â€Å"personalise learning to meet the full diversity of learners needs† (Chemisnais, 2008). The child’s wellbeing in ECM (2003) is defined as: being healthy, staying safe, enjoying and achieve, making a positive contribution to society achieving economic wellbeing. Since 2003 ECM has underpinned all government initiatives. ECM (2003) was designed to bring together all relevant agencies and share information to protect the wellbeing of all children by â€Å"encouraging a holistic approach to children and young people, with the possibility of support for parents and carers through universal services such as schools, health and social services and child care† (Ball, 2010, p.190). However in 2007 UNICEF reported that England was 21st out of 21 industrialised countries in a survey on child well being. Child wellbeing cannot eradicate child poverty but motivates children to want to better their life.  Ã‚   ‘Forest Schools’ has been identified as a philosophy which will â€Å"encourage and inspire individuals of any age through positive experiences and participation in engaging and motivating achievable tasks and activities in a woodland environment, helping to develop personal, social and emotional skills:   independence, self discovery, confidence, communication skills, raised self-esteem† (www.foresteducation.org).  Ã‚  Ã‚  Ã‚  Ã‚   The government promoted outdoor learning in its ‘Learning outside the classroom’ manifesto (DfES, 2006).  Ã‚   It aimed to identify weaknesses and strengths in educational settings so as to share practice and overcome barriers to learning in the outdoors, but it did not prescribe how to go about it. The report did not recognise that not all educational settings have the facilities needed for out door learning, e.g. inner city schools find it harder to access a woodland environment and logistics could prove costly.  Ã‚   The Forest school approach was not mentioned in this report and is not known about by many practitioners it seems – â€Å"only a handful of British schools have fully embraced the Danish model† (The Independent www.independent.co.uk. Feb. 2010).  Ã‚   It has proved challenging for the researcher to access information as to how many settings practise the Forest School ethos in the U.K. Obesity Obesity in children has been identified as a National priority.  Ã‚  Ã‚   The World Health Organisation (WHO) predicts there will be 700 million obese adults in the world by 2015 (www.news.bbc.co.uk.) Childhood obesity is constantly in the news for example an article in www.news.bbc.co.uk/health stated ‘childhood obesity soars in UK† It is a modern problem, data on obesity was not available fifty years ago. (see appendix 1) The DOH quoted â€Å"one in four children is obese† (DOH, 2006).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Early interventions are being sought as part of an anti-obesity campaign to counteract this costly problem.  Ã‚   The Government recognised the need to reduce obesity in its report â€Å"Healthy weight, healthy lives† in January, 2008.  Ã‚   The DOH and the DCSF,   have also endorsed the need to increase levels of exercise in children.  Ã‚   Many causes of obesity have been recognised.  Ã‚   The two obvious causes being eating too much and lack of exercise.   Another reason for obesity is â€Å"sedentary behaviour/low energy activities† suggests Knight (2009, p.32), e.g. using motorised transport, sitting in a classroom, listening to music, using the computer.  Ã‚   The issues of TV viewing and use of computers contributing to the lack of exercise is discussed by Sue Palmer in ‘Toxic Childhood’ (2006).  Ã‚   Slage says that lack of exercise is more the cause than the food intake, agreeing with BUPA, (2007), who say â€Å"it’s habits in eating and exercise† and these trends need to be reversed.  Ã‚   Children are not getting outside playing time so government suggests it is down to schools to give the children time for outside play and the opportunity to make decisions.  Ã‚   DCSF increased the amount of Physical Education (P.E.) in schools in 2007.  Ã‚   However, P.E. is often sacrificed due to curriculum constraints and lack of time, suggesting exercise has a low pri ority in society. The BMA report ‘Preventing childhood obesity’ considered competitive sports are not for all children.  Ã‚   ‘Forest Schools’ offers a good alternative.  Ã‚   Children appreciate walking in the countryside and ‘Forest Schools’ encourages children to form good habits they can take into later life.  Ã‚   Knight (2009) says, it is easier to change habits whilst they are young.  Ã‚   The DOH says that habits and attitudes to exercise are formed whilst they are children and stay with them when they become adults.  Ã‚  Ã‚   Not only do the children form good habits, but children take the idea home to their parents, therefore, it could be considered as part of an anti-obesity campaign for the whole population (O’Brien and Murray, 2006, p.44) However Forest School developed from a Scandinavian lifestyle and culture, one which is family orientated, with a love of the outdoors and being active, in a country which has a natural abundance of woodland unlike the UK.  Ã‚   Not only does the environment impact on the implementation of ‘Forest Schools’ in the U.K, but the traditional cultures of countries affect it too, e.g. attitudes towards maternal employment, views of the child, source of funding and control over provision (See Appendix 4).  Ã‚  Ã‚   Forest School sessions run for short periods of time, (normally 10 sessions, half a day each week) it is unrealistic to think that the Forest school experiences will remain with them into later life.  Ã‚   Adults are needed to supervise and take their children out walking in the countryside, on a regular basis, to instil these habits but parents do not always have the time or the inclination, even if the child is keen to continue, therefore, making it an unlike ly solution to solving obesity. Behavioural problems and poor social skills ‘Forest Schools’ not only act as an early intervention to obesity but are recognised as a means to tackling behavioural problems.  Ã‚   BUPA, 2007, realised obesity not only caused chronic illness but also affects children’s emotional wellbeing, causing depression, low self-esteem dissatisfaction and dislike of their appearance. Consideration to social and emotional issues needs considering.  Ã‚   Children used to play on building sites, this was not allowed but in the past adults turned a blind eye to it, whereas this would now be considered, ‘bad behaviour’. Has society changed its perception of ‘bad behaviour’?  Ã‚   Children seek adventure and because of all the boundaries and restrictions their behaviour is identified as anti-social.  Ã‚  Ã‚  Ã‚   As children have lost their outside play spaces, e.g. closure of school playing fields, they have also begun to lose their independence and freedom, which means children are losing their ability to be decisive and take risks.  Ã‚   Outside places where children can play are (parks or forests) are often not open to unaccompanied children and are bound by so many restrictions, e.g. the necessity to lay soft surfacing.  Ã‚  Ã‚   As the UK has become a ‘risk averse’, litigious society, playgrounds have been made so safe that the excitement has been taken out of them.  Ã‚  Ã‚   The Play Safety Forum (www.hortweek.com Jan. 2009) now encourages parks to be a little more adventurous and slowly loosening their approaches to safety, to encourage risk taking opportunities, e.g. parks now have skate boarding ramps. However outdoors is perceived as more risky than indoors but in taking away the chance for children to learn about danger, we are taking away children’s rights (UNCRC, 1989).  Ã‚   Children need to learn how to take safe risks and how to assess dangers and respond accordingly.  Ã‚   ‘Forest Schools’ offer them the opportunity to take risks in an area that is as safe as possible and in so doing it might change the perception of what ‘anti-social behaviour’ is. The Early Years Foundation Stage curriculum (DfES, 2007) describes how government initiatives have impacted on children’s poor social skills.  Ã‚   As parents return to work whilst the child is still very young, the child does not get devoted, uninterrupted attention and the relevant positive feedback from one consistent person needed to develop self awareness.  Ã‚  Ã‚  Ã‚   Continuity of care isn’t always possible in childcare settings due to changes in staff, making children’s boundaries inconsistent which are needed to learn right from wrong and for developing self confidence and self-esteem.  Ã‚   As a child builds in confidence their self-image improves and they respect themselves and then they can respect other people’s diversities and cultures. (Knight,2009) ‘Forest Schools’ as an early intervention helps children prepare for the stress of modern day living.  Ã‚   ‘Forest Schools’ can help children to boost their confidence, self-esteem, self-control and improve their attitude whilst building relationships to encourage a sense of community.  Ã‚   But Forest School mainly happens within the school community.   However, Sue Palmer (2006) links the way children are raised by their parents, to their behavioural problems and says that it leads to lack of motivation and social skills.  Ã‚   Children spend more time at home with their parents than in school.  Ã‚   QCA 2000 identifies the role of a parent partnership and suggests that settings â€Å"extend relevant learning and play activities, so that they continue at home† (Devereux and Miller,2004).  Ã‚   It is unrealistic to think that the short time spent in a Forest School experience can replace children’s day to day life experience.  Ã ‚   Brofenbrenner (1979) suggests that the mesosystem (government initiative), macrosystem (educational setting) and microsystem (family), combined, can impact on a child’s experiences. Forest School in the local area. As previously mentioned, there appears to be little information regarding â€Å"Forest Schools† within the local area.  Ã‚   Nursery settings appear to be the main users of this approach.  Ã‚   Funding is more available for nurseries or schools where the need is seen as greater.  Ã‚   Grants are offered by the Forest Education Initiative, One Planet Living, Green Watch and Big Lottery, in the local area. Individual settings are responsible for incorporating ‘Forest Schools’ approach into their outdoor routines as appropriate.  Ã‚   Some use local outdoor centres, others have land-owners permission, some use woodlands on school grounds, whilst others share their grounds.  Ã‚   Provision is patchy but is spreading quickly with little written evidence to support it.  Ã‚   The responsibility of the NEF is to research social issues and support proposals for change, developing ways of researching to measure outcomes (Murray, 2004).  Ã‚   They have gathered short-term evidence but need to further research the long term.   Murray and O’Brien (2005, p.79) acknowledge the lack of research on the long-term effects of ‘Forest Schools’ on young children.  Ã‚   It is difficult to identify behavioural or educational achievement as being due to outdoor education.  Ã‚   (Swarbrick, Eastwood and Tutton, 2004) report that in one of the longest running ‘Forest Schools’ projects, in Somerset, children going into the primary phase of schooling are going in with increased confidence.  Ã‚   The NEF have provided a self-appraisal tool kit, consisting of a project story board, reporting templates and the evaluation poster workshop, for local settings to gather evidence on the eight outcomes of ‘Forest Schools’ (See Appendix 3).  Ã‚   Effective Early learning programme (EEL, 2003) suggests assessing children’s involvement as an excellent measure of the quality of the experience and their mate rial could be used to evaluate the quality of children’s involvement and adult interaction with children on Forest School visits (Swarbrick, Eastwood and Tutton, 2004).   Evidence is needed to persuade head teachers, staff and parents to support the concept and ethos.  Ã‚   FEI has set up a group to maintain the ethos of the ‘Forest Schools’ approach in the U.K., as it is likely the original idea will be lost due to the lack of understanding.  Ã‚   It has been deemed important to keep checking that settings are adhering to its unique ethos.  Ã‚   Knight (2009) developed a description of   a   true ‘Forest Schools’ ethos and the researcher   has compared the local rural co-educational pre-preparatory independent school to her criteria, below: On hearing about ‘Forest Schools’ the setting decided that a member of staff would go on an Open College Network (OCN) level 1 course to access more information about this philosophy and to find out how the school could make the most of its existing facilities.  Ã‚   The member of staff has now taken the OCN level 2 course and the information acquired has been circulated throughout the pre-preparatory department and put into practise with every child fortnightly in place of a PE lesson. The setting tries to keep the ethos of ‘Forest Schools’ but does not meet all of Knight’s (2009) criteria. To protect the ethos of ‘Forest Schools’ it is important to discuss the problems in collaboration with practitioners and parents in the local community.  Ã‚   Some schools find it difficult to fund the logistics, for example, wheelchair access and transporting the children to the Forest School can be expensive, therefore they bring the idea into the school grounds and try to create a natural area within it.  Ã‚   O’Brien (2004) would consider this as unsuitable as it does not provide the greenery to allow opportunities of creating ‘secret places’, which he regards as important for a child’s development.  Ã‚   The setting needs to be different to get the atmosphere and encourage creativity.  Ã‚   In the report ‘A school becomes a Forest School’ an inner city urban Primary School has converted ‘a nearby patch of abandoned woodland into their very own natural setting’.  Ã‚   This was assisted by a Park Ranger wh o believes that ‘any school is never far away from a natural setting, whether it is a local park or an abandoned allotment’ (www.tes.co.uk June, 2010). Head teachers need to know that the investment is worth it (staffing, outlay for clothing, equipment, transport), but it is difficult to prove the success that ‘Forest Schools’ claim.  Ã‚   ‘Observations’ are time consuming and removes an adult from participating with the children.  Ã‚   If sessions are recorded then it is difficult to transcribe due to background noise and tricky to record information about individual children. Head teachers and staff are conscious of the need to achieve targets.  Ã‚   Adults generally agree with the concept that ‘Forest Schools’ improve confidence and self-esteem but feel the need for academic justification for taking a day out of the classroom to go into the woodland.  Ã‚   The question might be asked, do children learn a lot in ‘Forest Schools’?   Hovelynck Peeters, (2003) argue that outdoor education needs to be examined for educational value as well as pleasure.   The Curriculum for Excellence advocates that ‘real life’ learning has always proved successful in different ways for different children (DfEE, 1997 cited in Ball, 2008, p.90).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During a Forest School session there is no need to have separate PHSE lessons as this is incorporated with academic skills such as numeracy and literacy, which is initiated through the children’s interests.   Ofsted report ‘Learning outside the classr oom’ (DfES, 2006) found that outside education ‘when planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupil’s personal, social and emotional development’. However, according to Knight, a true Forest school should be ‘play-based, and, as far as possible, child-initiated and child-led’ as that is when children learn the skills needed to socially interact (Knight, 2009).   The Early Years Foundation stage agrees children need to initiate and lead play (DfES, 2007) and is supported by Bruce, who also adds that the children need a varying degree of intervention and support from adults, as â€Å"sensitive co-ordinators† Bruce (1997, p.48). Practitioners realise children get a deeper understanding of the world when they use all their senses to explore, but it takes courage to let the children lead the learning and to change their perception that children can be outdoors all day and still learn, e.g. mark making equipment is not only for indoor use and outdoor space is not just for letting off steam.  Ã‚  Ã‚   ‘Forest School’ approach has been perceived as more beneficial for students who struggle in the classroom but Maslow (1949) would argue that the skills acquired are beneficial for self-actualisation, which benefits all students. Sue Palmer (2008) identifies that all real play involves an element of risk and the more ‘real play’ is allowed the better they become at managing the risks, agreeing with Lindon (1999, p.11).  Ã‚   Staff and parents are inevitably concerned about the risk involvement when letting children loose in a woodland environment.  Ã‚  Ã‚   Parents are reassured and many settings have twilight meetings for practitioners and parents to meet and access the woods to identify the risks.  Ã‚   The teachers explain to the children how to avoid accidents and practise being safe.  Ã‚  Ã‚   Lindon (1999, p.10) takes the view that â€Å"a well intentioned focus on keeping children as safe as possible has shifted towards looking for anything and everything that can go wrong†.  Ã‚   Practitioners and parents need to be educated about the need for risk taking.  Ã‚   New policies are called for to allow for more risk and all practitioners need to be involved.  Ã‚   It is challenging for practitioners to learn to trust the children to test their boundaries, rather than to intrude.  Ã‚   However, we live in a culture of ‘safety first’, where children aren’t encouraged to play outside due to the fear of abduction, blame or legal action.  Ã‚   In other countries such as Scandinavia, Forest School type activities are a normal part of early education and they worry less about litigation.  Ã‚   In reality self-preservation is instinctive in children and they tend to stay quite close to an adult in an unknown environment until they have built their confidence.  Ã‚   An article â€Å"I climbed right up to here† (www.forestschool.com March 2011) says that the word ‘risk’ would be better named ‘challenge’ and c hildren should be allowed to work through the challenges.  Ã‚   Practitioners can make more informed decisions regarding risk taking as they observe the children they work with.  Ã‚   Blair recommends that schools use generic risk assessment forms in â€Å"It’s safe to go outdoors† (TES, 2005).  Ã‚   If the children are not allowed to take risks because of Health Safety regulations they may express themselves in challenging behaviour.  Ã‚   Mortlock (2000, p.22) believes ideal learning should be adventurous but hazards manageable. True ‘Forest Schools’ have a saying, â€Å"there is no such things as bad weather, only bad clothing† (Knight, 2009).  Ã‚   Parents are inevitably concerned about their children’s wellbeing and the risk of becoming ill if allowed to be outside in all weathers.  Ã‚   Waterproof clothing is usually provided for only one group of children at a time and one size has to fit all.  Ã‚   The clothing is ideal for wet weather but in summer the children often wear short sleeves and short socks, leading to small scratches and grazes.  Ã‚   If the clothing is not stored on the site, it is impractical to think young children will carry the clothes to the site, to allow for England’s unpredictable weather.  Ã‚   It can also become colder as children walk deeper into the woods, therefore it proves difficult to decide which clothing is suitable for the weather.  Ã‚   Adults also need to be suitably attired depending on the weather.  Ã‚   Realistically ‘Forest School’ experience does not appeal to all practitioners. Training the staff can also be costly and once the training has been paid for staff may move onto another school, leaving the setting without an O.C.N. Level 3 trained member of staff, required for a Forest School.  Ã‚   The model needs to be sustainable once the funding has gone, it must not rely on one enthusiastic, well trained, member of staff.   CONCLUSION O’Brien and Murray (2006) called ‘Forest Schools’ a marvellous opportunity for children to learn.  Ã‚   This report has looked at the advantages and disadvantages, both nationally and locally and found that the approach works well in Denmark but is difficult to adapt to our National culture and climate.  Ã‚   Swarbrick, Eastwood and Tutton (2004) recommend â€Å"a secure justification for Forest School would need to include some measurement of progress and attainment in order to place the project firmly in the arena of measuring quality in ways that would justify investment on a national scale†. Locally an up-to-date data base of schools and settings engaged in Forest Schools would be necessary.  Ã‚   Government is promoting outside learning to improve attainment of which ‘Forest School’ approach has been identified as a possible initiativebut it would seem that the main target is in improving childrens’ attainment rather than improving the learning experiences and well-being of each child.

Assignment #1 Example | Topics and Well Written Essays - 500 words

#1 - Assignment Example His work can be used by the central banks to curb inflationary expectations appropriately. 2005: Robert J. Aumann and Thomas C. Schelling: They received the award for their research of conflict and cooperation through game-theory analysis. Schelling applied the concepts of game-theory to international relations. Prof. Aumann’s work focused on the issue of effect of continued repetition of games on co-operation. 2004: Finn E. Kydland and Edward C. Prescott: They received the Noble prize for their research on effects of business cycles on international trade. They examined the driving forces behind business cycles, and analyzed the temporal consistency of economic policy 1998: Amartya Sen: Prof. Amartya Sen received the Noble prize for his work on welfare economics in case of famine, and suggestions to prevent it. His work focused on the human development theory, the underlying mechanism of poverty, and political liberalism. The Oxford English dictionary defines theory as â€Å"an idea or set of ideas that is intended to explain something† (â€Å"Theory†). Formulation of a theory is a step-by-step scientific process, starting from an opinion to stating the final theory. The starting point of a theory is an observation of a particular process. The interest created by this observation then leads to the formulation of an opinion regarding the process. This opinion is based on the available information regarding the same process, and the researcher’s beliefs. These opinions are also a reflection of the researcher’s expectations regarding the outcome of the enquiry. These opinion and observation then lead to the formulation of hypotheses. Hypothesis is a possible theoretical explanation of the observation made by a researcher to fill the gaps in the research previously done on the subject matter. This is followed by collection and classification of the data. Data collection is followed by the formulation of invariance

BUS WK4 HOMEWORK Essay Example | Topics and Well Written Essays - 750 words

BUS WK4 HOMEWORK - Essay Example In such a devastating situation, it is imperative that the company pays great attention at how to inform the world about the catastrophe. If this situation was not handled then the audience of the company which is enormous as it includes the whole world, would see the company in a much worse light. The company has to release the information in two ways; first they would have to break the news to the families of the workers and secondly the company’s employees and then to the media. The company has to be extra cautious in choosing the representatives who will handle these releases. They have to make sure that their reputation is kept intact and at the same time the information provided is honest and precise. This adversity affected a lot of people. It was not only the 33 miners in the mine who were affected;the families of those workers were also hurt. The anguish that their families had to go through was no doubt too much. They waited to hear any news about their loved ones an d worried whether they would make it out alive. Chilean Copper Mine was responsible of keeping the families continuously up to date on the rescue mission and what was being done to help the miners in the best possible way to save them. This process of communication is extremely important. The employees of the company also need to be kept informed about the situation because they need to know what the company they work for can do in order to protect them and how serious they are about their workers. This means of communication has to be really effective; it will have to give all the information to them as well as make them feel that the company does care about its employees and that they are all united in this situation. Communication has a meaning to every person in a situation. A crucial point of an effective communication is mutual understanding of the information. It involves the shared concern of the thoughts, feelings, needs, wants and intentions of the communicators (Krizan, 2 011). If the message is sent through mail or memo or a video, the message has to be sent using a proper tone. In the case of the trapped miners, the overall tone when sending the message across has to be considerate and consoling in order to maintain calm. The families of the affected should be informed verbally through a video. Providing this information through writing will not be enough. Draft 1: I would like to address the family members of the ‘33’ as per company protocol. The main message that I want to communicate is of patience and being positive. The journey has no doubt been very long and stressful especially without enough resources. The company has now directed towards other ways to proceed with the rescue. This includes consideration of all types of safety aspects to ensure that the miners come back to the surface with full health and conditions and rejoin their families. The company completely understands the concerns of the families and will address them. It would be difficult to present all the information so we will sum up the most significant points of the rescue plans for this accident. The most essential thing for us is the well-being of the affected; we will make sure that all of them will reemerge to a normal life. Draft 2: The Chilean Copper Mine cave that has trapped 33 of our employees is indeed a tragic incident. We are very well