Field trip example for developing questions Essay Example for Free

Field trip model for creating addresses Essay Recorded underneath are some example interrogates that were asked concerning a hand furrow utilized during the 1800s that one gathering of understudies found in a historical center. These might give you a few thoughts for creating questions: †¢ What capacity do you think this article had? †¢ When do you figure it may have been utilized? †¢ Who may have utilized it? †¢ What materials were utilized to make it? †¢ How would you think it was made/made? †¢ Imagine utilizing this furrow throughout the day. How might you feel? †¢ How do ranchers furrow their fields today? †¢ Do you think they feel any uniquely in contrast to the rancher utilizing this furrow did by the day's end? Clarify. †¢ Do you think there are individuals on the planet today who despite everything use devices like this? Clarify. Movement TO BE DONE: FIELD TRIP TO An OLD-TIMECRAFT MUSEUM Questions: †¢ Are the artworks painstakingly made to show the way of life and convictions of the individuals who made them? †¢ Basing from the specialty materials that you’ve seen, by what method may you depict the antiquated age of people? †¢ How are you ready to interface the past with the present through the specialties that you have seen? †¢ Are there any portrayals of the past that you could distinguish to describe the current human culture today? †¢ Do you figure these specialties could in any case be improved through the use of present day innovation? †¢ How might innovation really influence the introduction of the said makes? Index 23. 07c Sample Pre-, During-and Post-Field Trip Activities for a Field Trip to a California Mission Grade Level: 4 Pre-Trip Activity: Who Built the Missions? I will peruse segments from â€Å"Missions of the Southern Coast† by Nancy Lemke (1996) to my understudies. In the wake of perusing the story, we will record data found out about who assembled the missions on a divider outline. We will examine how the life of numerous local Indians changed after the Spanish padres instructed the locals Indians to communicate in Spanish, cause adobe blocks, to sing Spanish strict tunes, and change their strict convictions, and so forth. I will set up a PC station for understudies to investigate the site: http://library. thinkquest. organization/3615/file. shtml, which portrays the format of the missions and how the structures were fabricated. Understudies will record their discoveries for later use in their innovative story composing. During the Trip Activity: Mission Architecture At the site I will assemble understudies around me at the passage to the mission. Here we will investigate the essential structural plan of the structure and contrast it with the photographs we analyzed in class, searching for likenesses and contrasts. Understudies will outline three design includes that they see. As we stroll through the strategic (utilizing the mission’s guide to explore our course), understudies will make a rundown of the various rooms and make note of a few articles or compositional plan components in each room that are like things being used today. We will likewise examine things that are not, at this point utilized. Post-Trip Activity: Travel Brochure for the Mission After the outing, understudies will sum up their learning by working two by two to plan a movement leaflet welcoming visitors to visit the mission. Understudies should incorporate the accompanying data: strategic, date constructed, brief history regarding why missions were established, a short story special to this crucial, articulation that discloses to the vacationer why missions are a significant piece of California’s history. Handouts will likewise incorporate students’ brightening work of art. Per-trip Activity: Sharing the Goals of the Trip with the Students This action will enable the teacher to layout the explanations behind the fieldtrip subsequently control the understudies with the essential discovering that they should get from the movement that they are to experience in the field. It is normal that through this specific action, the understudies would have a consistent comprehension of the amount they should be profited by the said movement. During the excursion movement. It is basically through the real field trip that the comprehension of the substance of the movement will be acknowledged by everybody engaged with the task. Along these lines, through the movement itself, the understudies would understand the genuine effect of the procedure inside their learning and character also. With the acknowledgment of the understudies with respects the advantage of the excursion to their learning procedure, they are then expected to apply in themselves whatever it has been that they have gained from the outing. Post-Trip Activity Recollection of the things learned is an essential focal point of the teacher after the excursion is finished. It is through this after action meeting that the teachers just as the facilitators of the outing would normally quantify the achievement of the action accordingly scale it for additional compatibility during the next long stretches of activity. Index 23. 07b Field Trip Planning and Implementation Form 1. Choose where you are proceeding to record the appropriate data, including: †¢ site address †¢ applicable phone numbers †¢ confirmation costs; bunch rates; bunch size confinements †¢ long stretches of activity †¢ substance of the displays †¢ offices (restrooms, territory to eat, and so on ). †¢ accessibility of food concessions, blessing shops †¢ necessities for reservations †¢ accessibility of guided visits (Are they required? Expenses? ) †¢ accessibility of educational plan materials for educators †¢ unique necessities (strolling shoes, optics, comfortable dress, and so forth ) †¢ impeded housing, and other significant data (pamphlets, presents) Enter Step 1 data here: 1. Art Museum in Los Angeles: highlights the show of crafted by the families and societies of both antiquated and current America. 2. Calendar of Tour: Wednesday or Saturday in the early evening time starting 1pm. 3.time length of visit: 3hours 4. Display Content: family specialties of the old and present day American human progress. 5. Offices: With comfort rooms and entryway for resting purposes 6. Guidelines: No eating inside the premises of the showroom during the visit exercises. 7. No Reservation Payment; yet there is an enrolling procedure before the visit starts. 8. school garbs for fast distinguishing proof is required because of the nonstop visits occurring in the gallery. 2. Instructive and different contemplations for the field trip. †¢ How does taking a field trip identify with your homeroom contemplates? †¢ What are your destinations for the field trip? †¢ What data will let you know whether your understudies have accomplished your targets? †¢ Visit the gallery/site before your field trip. †¢ Which shows might you want to utilize? †¢ Are there any unique conditions you should oblige? †¢ What are the principles and methods for bunch visits? Lunch plans? †¢ Do you have a guide of the gallery/site? †¢ Do you have a few pictures, slides or postcards of the site that you can use with your understudies? †¢ Do you feel comfortable around the historical center/site? Enter Step 2 data here: 1. The field trip is relied upon to improve the information on the understudies with respects how much antiquated America interfaces with the cutting edge age of individuals of the nation today. 2. This field trip is fairly sought after to enable the understudies to see the genuine presentation of insight of both the old and current Americans whether with the guide of innovation or those others that were made without the said use of present day innovation. 3. to guarantee wellbeing of the entire class, it is prompted that the teacher sees the gallery first for safety efforts and appraisal of the spot whether it would be possible for the subject or the understudies the like. 4. Gifts are given to the understudies visiting there and a few pamphlets which could later on be utilized for study hall conversations. The said leaflets are joined by maps demonstrating the insides of the historical center. 3. Make Advance Arrangements †¢ What are your school’s systems for field trips? Do you need extraordinary authorization? †¢ Have you reserved a spot at the site for your excursion? †¢ What transportation game plans do you have to make? †¢ Have you kept duplicates of structures, demands, reservations, and so forth? †¢ Have you conveyed and gotten authorization slips from guardians? †¢ Can you foresee any understudy conduct issues? Do you have an arrangement to adapt to them? †¢ Have you organized installment of field trip costs? †¢ What is your approach about visits to the exhibition hall/site blessing shop? Tell understudies ahead of time! Enter Step 3 data here: 1. Parental authorization must be first gotten before an understudy is to be participate with the gathering for field trip. 2. Recruiting a transport is an important advance for getting the understudies safe into the gallery. 3. The transportation should get the understudies to and fro from the school inside at any rate five hours time contrast. 4. To maintain a strategic distance from uncontrollable practices, the educator is to have three representatives for every gathering who might fill in as gathering pioneers along these lines making the excursion considerably more controllable and the understudies simpler to go with. 5. Tidbits are to be served to the understudies in the transport after the three-hour field-trip. 6. all standard procedures are to be talked about during the pre-trip gatherings with the understudies. 4. Pre-Trip Activities: Introduce Museum/Community Site †¢ What pre-trip exercises have you wanted to acquaint your understudies with the field trip site? †¢ What pre-trip exercises have you wanted to empower your understudies to give it a shot and practice perceptual abilities? (contact boxes, sounds, smells, same-extraordinary, coordinating, portraying, shading) †¢ What pre-trip exercises have you arranged that relate to the topic of your field trip? (jargon, experience diagram, antiques, speakers, look into gatherings, creating worksheets) †¢ Design six inquiries to pose to your understudies that will assist them with deduction

The Coalition Application What you need to know

The Coalition Application: What you need to know Current high schoolers who, in the preliminary phases of their college search process, encounter The Coalition for Access, Affordability, and Success are often a tad confused. To some, it sounds a bit like a collection of anime superheroes whose translation to English went awry. Others are perplexed by its wordy, bureaucratic flare which feels reminiscent of a now defunct Soviet ministry.Yet â€Å"The Coalition† (we’ll abbreviate), is something all future college applicants need to fully understand. Beginning in July, 2016, The Coalition’s new application platform, called the Coalition Application, will open its virtual doors. So, what exactly does this mean? In short, the Common App, which is currently used by almost 700  post-secondary institutions is being phased out and gradually replaced by the Coalition App at many but not all top-tier schools.Similar to the Common App, this new platform allows for much of the required general applicant information to be entered en masse in order to help streamline the process for students applying to multiple schools. However, there will be some significant, process-altering and philosophical differences which we will detail in this blog. Members of the Class of 2017 who will be applying to some of the nation’s most competitive and prestigious schools will find themselves as potential guinea pigs in this grand experiment. What follows is everything you need to know in order to be prepared.Which schools are participating?The Coalition is not inviting just anyone to the dinner party. Guests are required to have a six-year graduation rate of over 70%. Further, only private colleges that meet 100% of student need and public institutions that have affordable tuition and a strong financial aid track record may join.With such daunting exclusionary criteria, the current guest list is primarily comprised of elites such as every Ivy, Stanford, Swarthmore, Amherst, and so-called public Ivies such as UN C, UVA, and Michigan. Of the 93 current member schools, most are in this same elite vein. In fact, a perusal of the complete member list reveals only a handful of schools that don’t fall into the highly-selective category (i.e. the University of South Carolina, UCONN, and the University of Iowa).Why was it developed? The Coalition, as their unabbreviated name indicates, is seeking to increase access and affordability to lower-income students. This is a noble goal and one that is long overdue as higher education statistics tell us that only 14% of students attending highly selective schools in the U.S. come from American families whose income is in the bottom-half of all earners. As you move from the middle class into the lower-middle class and families below the poverty line, that number only shrivels further. Whether this new format will do anything to actually level the economic playing field has yet to be determined.How is it different than the Common App?In addition to pr omoting a more egalitarian process, the Coalition App also seeks to erode the uniformity and non-holistic feel that characterizes the Common App. The biggest change in this regard is the advent of an online portfolio where students can post written work and video content as soon as they begin high school.The intent of the portfolio is three-fold:Students may begin the application in 9th  grade, allowing them to receive feedback from counselors, admissions officers, or even helpful community members throughout their high school years. This is designed to help more lower-income students who are more likely to attend a school lacking a college-going culture better ready themselves for admission into a competitive institution. For example, an admissions officer could conceivably reach out to potential applicant and recommend they take a 4th  year of science to stay competitive with the rest of the applicant pool.Students will be asked to conjure up fewer essays purely for admissions purposes and will instead be able to submit actual work samples from their high school career to prospective colleges. While the efficiency of writing one common app essay for a dozen colleges will be gone, students will, at least theoretically, be able to cull together existing works to address a variety of different topics required by Coalition schools.Students can post video and other multimedia content that shows-off their extracurricular skills or other talents—again, a more holistic picture of themselves.Potential issuesSome worry that allowing students to begin the application in their freshman year only exacerbates the admissions craze. Additionally, â€Å"Access† may also prove to be an ironic word choice as the vast majority of the 93 member colleges and universities are highly selective schools with small-to-minuscule admissions rates.Do I have to use the Coalition App?Fear not, if this all sounds intimidating and not ultimately helpful to your admissions c ause, you can still apply through the Common App. At least for now, all Coalition members will accept either the Coalition App or the more traditional Common App. It is important to note that the Coalition makes clear on their website that no advantage will be granted to those who apply using any particular platform at this time.The Bottom Line:Students who are still a few years away from applying to college may very well not have the luxury of avoiding the Coalition App. Many speculate that the portfolio will one day be mandatory as the newly-launched platform gains its footing. Therefore, we recommend that students currently entering 9th  or 10th  grade who have their eyes on elite colleges begin at least archiving the best examples of their academic work.Those nearing the end of high school do not need to worry about changing course midstream just to utilize the Coalition App. However, if you feel a more holistic approach to the admissions process would help you, then this ro ute is very much worth exploring.

Unique March Holidays and Fun Ways to Celebrate Them

Marchs signature holiday may be St. Patricks Day, but there are plenty of little-known holidays throughout the month. Unique holidays can be the most fun to celebrate. Add some fun learning opportunities to your school calendar this month by celebrating these unique March holidays. Dr. Seuss Day (March 2) Theodor Seuss Geisel, better known as Dr. Seuss, was born on March 2, 1904, in Springfield, Massachusetts. Dr. Seuss wrote dozens of classic children’s books, including  The Cat in the Hat, Green Eggs and Ham, and One Fish, Two Fish, Red Fish Blue Fish. Celebrate his birthday with some of the following ideas: Use food coloring to enjoy a breakfast of green eggs and ham.The book  Green Eggs and Ham was written using only 50 words. Try writing a story of your own using those same 50 words.Throw a Dr. Seuss birthday party.Make Cat in the Hat cookies World Wildlife Day (March 3) Celebrate World Wildlife Day by learning more about the creatures that inhabit our world. Choose a unique animal to research. Use the library or online resources to discover facts such as where it lives; its habit; its life cycle and lifespan; what it eats; and what makes it unique.Visit a zoo, aquarium, nature preserve, or conservation center.Define the words endangered and extinct. Discover some examples of each and learn what steps we can take to help preserve endangered species. Oreo Cookie Day (March 6) Oreo, the best-selling cookie in the United States, consists of two chocolate cookies with a sweet, cream filling. The most obvious way to celebrate Oreo Cookie Day is to grab a handful of cookies and a glass of milk for a tasty treat. You might also try some of the following: Use Oreo cookies to demonstrate the phases of the moon.Learn about the history of Oreo cookies.Make Oreo truffles. Pi Day (March 14) Math lovers, rejoice! Pi Day is celebrated on March 14 – 3.14 – each year. Mark the day by: Answering the question,  what is pi?Reading  Sir Conference and the Dragon of Pi.Baking an actual pie.Doing something special – eat your pie, throw confetti – at 1:59 p.m. to reinforce the fact that the actual value of pi is 3.14159†¦ World Storytelling Day (March 20) World Storytelling Day celebrates the art of oral storytelling. Storytelling is much more than simply sharing facts. It’s weaving them into memorable tales that can be passed down from generation to generation. Check with your local library to see if they have lined up any special guests for World Storytelling Day.Invite your children’s grandparents to tell stories of their childhood. If the grandparents are stuck for ideas, try these storytelling suggestions.Allow each of your family members to try their hand at storytelling.Try some games to improve your storytelling technique. Poetry Day (March 21) Poems often trigger an emotional response, causing them to stay lodged in our memories for a lifetime. Writing poetry can be a wonderful emotional outlet. Try these ideas to celebrate Poetry Day: Learn about different types of poetry, such as  acrostic, Haiku, found poetry, couplets, etc.Try writing a few different types of poems.Choose a book or two of poetry to read from throughout the day.Illustrate your favorite poem.Try memorizing a new poem.Learn about a famous poet. Make Up Your Own Holiday Day (March 26) Can’t find a holiday to suit you? Make up your own! Turn it into a learning opportunity for your homeschooled students by inviting them to write a paragraph describing their made-up holiday. Be sure to  answer why and how it is celebrated. Then, commence celebrating! Pencil Day (March 30) Despite its obscure history, Pencil Day should be celebrated by homeschoolers worldwide  Ã¢â‚¬â€œ because who is better at losing pencils than we are? They disappear at an alarming rate rivaled only by single socks that disappear from the dryer. Celebrate Pencil Day by: Going on a search and rescue mission for all the missing pencils in your home.Learn about some notable pencil users.Make a pencil cake.Purchase pencils to donate to organizations who supply school supplies to needy children. These little-known holidays can add an air of festivity to each week throughout the month. Have fun!

Competition With Other Organisms A Biotic Factor That...

Competition with other organisms increases down the shore, and is a biotic factor that influences where the snakeskin chiton are distributed. The main reason for competition between organisms, is living space on rocks. Despite finding the radiate limpets in many of the same quadrats or zones of the rocky shore as the chiton, they both have different ecological niches meaning they are able to occupy the same zone and are not competing. I also found that the blue-banded periwinkle was located in a completely different zone to the chiton- the splash zone and occasionally the high tide. This means that the chiton is not in competition with that organism, so they do not affect each other, so therefore the chiton is able to thrive within its environment. Gause’s principle of competitive exclusion states that no two species can inhabit the same ecological niche permanently, meaning that one species population will thrive as the other decreases. Predation is another biotic factor th at influences the distribution of the chitons on the rocky shore. Predation from other organisms increases down the shore line, and is a reason why the chitons are found more in the upper intertidal, as the further you move down the shore line, the more predators there are. Organisms such as fish, whelks and sea stars can move up the shore to feed when the tide rises, but this is limited the higher up they go as the exposure to air increases, which these predators are not adapted to. This means that

Galileo And Church Essay Research Paper Galileo free essay sample

Galileo And Church Essay, Research Paper Galileo, Science and the Church, by Jerome J. Langford, are about the tests and trials of Galileo with the Roman Catholic Church in the 1600? s. The church did non hold with Galileo? s thoughts ; chiefly theories associated with Copernican uranology. The primary purpose of Langford is to convey the truth of Galileo? s tests to his readers, and to demo that finally Galileo was correct in his theories and was non seeking to travel against the churches? belief. Galileo was simply seeking to seek truth in scientific discipline, and wanted to be known as a historical scientific figure. Therefore, Galileo was unjustly accused, ridiculed, and convicted of unorthodoxy. In Galileo? s defence of unorthodoxy, Langford writes, ? This was an unfortunate determination on several histories. First the Copernican sentiment was treated as dissident when, in world, it was non. ? ( 155 ) Langford goes on to explicate that the theological Consultors in 1616 recognized the Earth? s mobility as? officially dissident? , but this did non do the stationariness of the Earth a affair of religion. We will write a custom essay sample on Galileo And Church Essay Research Paper Galileo or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Catholic philosophers and theologists besides agree that the edict of the Holy Office did non do the stationariness of the Earth or the mobility of the Sun a affair of religion. These points clearly support the statement of Galileo? s unfair strong belief of unorthodoxy. Langford besides uses extracts of other Hagiographas to exemplify his chief points. The following is one of many extracts Langford uses: ? Inasmuch as no dogmatic determination was rendered in this instance, either on the portion of the Pope or on the portion of a Council ruled by the Pope and approved by him, it is non, by virtuousness of that edict of the Congregation, a philosophy of religion that the Sun is traveling and the Earth standing still? . Yet every Catholic is bound by virtuousness of obeisance to conform to the edict of the Congregation, or at least non to learn what is straight opposed to it. ? ( 156 ) This extract, as do many others, clearly support Langford? s statement. The church disagreed with Galileo? s ideas. They really went as far as stating Galileo that he was to halt prophesying his thoughts every bit long as he was involved with the church. Langford writes, ? Yet, remembering the tone of the prohibition, Urban conceded that so long as Galileo treated the Copernican theory as a hypothesis, he could compose all he wanted on the subject. ? ( 114 ) If he would go forth the church, he would be able to voice his sentiments and thoughts freely. I believe Langford? s clever usage of extracts ; turn out that he is non entirely in his belief that Galileo was wrongly accused. He besides gets his point across by observing that the stationariness of the Earth is non a affair of religion. This alone demonstrates that Galileo did non perpetrate unorthodoxy. My sentiment is that the church should hold allowed Galileo to voice his sentiment of the Copernican theory because he was seeking to seek the truth in scientific discipline, to break educate the universe, non seeking to travel straight against the church. Therefore, Langford has succeeded in his belief that Galileo was below the belt convicted of unorthodoxy.

Voyager Out By Katherine Frank Essays - Followers Of Jesus

Voyager Out By Katherine Frank Katherine Frank's novel A Voyager Out tells the life story of Mary Kingsley. She talks of her childhood, her young adult life, and her traveling life. She wanted to tell the world what this woman explorer did for Africa. Mary Kingsley had a famous family, many of whom were writers. Mary herself wrote two books. In her books however, she leaves out a lot about her life. A lot of what Katherine Frank had discovered came from Mary's letters to friends while traveling. Some people who were the recipients of her letters found it odd that she put so much into her correspondences. In one case, she wrote a ten-page letter to a friend. His response to her was that she was wasting many of her good stories that could be published on a letter. Her response was to write him a six-page letter. She loved writing. She also loved her voyages to Africa. Part of Mary Kingsley's reason for loving her travel abroad came from her childhood life. Mary was born the daughter of a high-class man and his cook. George Kingsley was a writer and came from a family of writers. He did not produce much however. He left a lot of his works unfinished, and many others unstarted. Because he did not do much in his lifetime, it has been said that his greatest gift to the world was his daughter. Her mother, Mary Bailey, was the innkeeper's daughter. Four days after her father and mother were married, Mary Kingsley was born. If her father had not married her mother, Mary would have been bastard child of a destitute domestic. Mary would have only been able to lead a life of servitude herself. Oddly enough though, most of her young life was lead in servitude. Mary lived a long life of isolation. During her adolescent years, her mother was her only female role model of what a woman is supposed to be. Her mother was sick most of the time and therefore Mary had to take care of her and the household chores. While her father was off on one of his many voyages, Mary Bailey had the front windows of the house bricked closed. The house was kept dark and stuffy. Growing up like this made a normal childhood almost impossible for Mary Kingsley. Part of her mother's illnesses came from constant worry about George. He went on many trips overseas and partook in many heroic adventures. He would write home to his family about his adventures and this caused his mother great grief. Because of the grief this caused Mary Bailey, George stopped writing of his heroics to her, and instead wrote of them to his daughter. Mary Kingsley had to become a self-sufficient person. With her mother being bedridden and her father being overseas, Mary grew up on her own. Being a girl, Mary was not given many opportunities at an education. The only education she had paid for her was a class in German. Most of her education came from reading her father's books. She taught herself Latin, Physics, and Chemistry, which was an ?unusual curriculum for even the most erudite governess? (24). Mary and her father had similar reading interests and were therefore constantly fighting over books to read. They were both interested in reading the same book at the same time. George had a ?volcanic temper? (27) so he was usually the victor of the fights. There was one instance when Mary decided to leave home for a small vacation. Mary had never been away from her home so this was a new experience for her. Only a short time into her trip, her mother became ill and Mary had to return to take care of her mother. After staying at her mother's bedside for quite some time, Mary Bailey's health improved so Mary decided to finish her vacation. While gone this second time, Mary Bailey had a stroke and Mary stayed home with her mother from then on. Mary was never able to leave the home for a long period of time without her mother's condition worsening. Her father became ill and was bedridden for a while as well so Mary was taking care of both of them. George did eventually recover and so Mary was back to only having to take care of her mother. One night that George was feeling particularly well, he went to bed never to awaken. A month and a half later, Mary Bailey

Implication of Increasing Premium Rates Essays

Implication of Increasing Premium Rates Essays Implication of Increasing Premium Rates Paper Implication of Increasing Premium Rates Paper Medical malpractice insurance should be a necessity for all healthcare providers such as physicians, medical assistants, nurses, and other medical staffs. This will enable them to be protected from liabilities and lawsuits from considered â€Å"negligent acts† such as mistakes, accidents, and oversights that may cause injuries or harm to the patients. These mistakes are unpredictable despite the skills the medical practitioners have (Rodgers). Medical malpractice may either be failure to diagnose, misdiagnosis, improper treatment or delay in treatment. There are many cases of malpractice such as wrong kidney operation, wrong treatment for flu, or wrong eye operation. Claims other than this have been increasing over the past years. Physicians are able to escape such liabilities through medical malpractice insurance. However, premium rates in medical malpractice insurance have been increasing over the past years. In 2003, the General Accounting Office of the United States released a report on medical malpractice insurance and the factors that have contributed to the increase of premium rates. The study was conducted in order to analyze the problem of physicians regarding the increases of premium rates. Physicians were agonizing that they can no longer afford the malpractice insurance and they would be limiting their services, as a result. On the other hand, some insurers stopped selling malpractice insurance because of little profitability (Medical Malpractice Insurance 2003). GAO found out several factors that contributed to the increase of premium rates such as falling investment income and rising reinsurance costs resulting to the increase of total expenses that other premium covers (Medical Malpractice Insurance 2003). The increasing trend in the premium rates of malpractice insurance began in the mid-1970s until the 1980s because of the many claims causing some insurers to stop in coverage. Also, physician-owned insurance companies replaced other liability carriers whose aim was to earn more profit. The trend severed in the 1980s when premium increased much more. In order to regulate the increasing trend, states passed laws to decrease premium rates (Thorpe, 2004). By the 1990s, increases in premium rates continued in several states such as Pennsylvania. The crisis in the increasing premium rates trend caused some large insurers to close down such as the St. Paul Companies. Additionally, processing claims by patients may take more than two years thus making it hard for insurers to set premiums (Mello, 2006). Physicians in West Virginia rallied against the high premiums which slowed down the New Jersey and caused closing of heath services temporarily. There were also follow up rallies in Connecticut and other states (Thorpe, 2004). Obstetricians, gynecologist and neurosurgeons are greatly affected by the high premium rates causing some practitioners to stop providing healthcare services. Martha Drohobyczer, a nurse midwife, for example, was not able to deliver the baby of her three-year long patient who was about to give birth to her first baby. Drohobyczer cannot afford the newly increased malpractice insurance costing $50,000 a year. Therefore, she would not be able to provide the services that her patients needed (Babula, 2002). In 2003, the physician-owned Medical Insurance Exchange of California (MIEC) ended coverage in Nevada. MIEC has been providing insurance fro physicians in Nevada for 25 years. This move by the MIEC was feared to lead the trend of insurance companies closing down (Babula, 2003). Last March 2007, the Americans for Insurance Reform released a report about the stable losses or the unstable rates of medical malpractice insurance. By 2005, physicians paid $13,000 premium with $5,400 direct losses paid. This means that doctors paid $5,400 annually to people who claimed to be injured plus the amount the insurance companies paid for lawyers (Medical Malpractice Inusrance: Stable Losses/Unstable Rates 2007, 2007). References Babula, J. (2002). Medical Malpractice Crisis: Insurance costs driving doctors away. Retrieved October 19, 2007 from reviewjournal. com/lvrj_home/2002/Jan-23-Wed-2002/news/17929548. html Babula, J. (2003). Another insurance firm set to leave. Las Vegas Review-Journal. Retrieved October 19, 2007 from reviewjournal. com/lvrj_home/2003/Jul-31-Thu 2003/news/21845688. html Medical Malpractice Insurance: Multiple Factors Have Contributed to Increased Premium Rates. (2003). ): United States General Accounting Office. Retrieved October 19, 2007 from gao. gov/new. items/d03702. pdf Medical Malpractice Inusrance: Stable Losses/Unstable Rates 2007. (2007). ): American for Insurance Reform. Retrieved October 19, 2007 from insurance reform. org/StableLosses2007. pdf Mello, M. M. (2006). Understanding Medical Malpractice Insurance: A Primer. Robertwood Johnson Foundation, 1-20. Retrieved October 19, 2007 from rwjf. org/pr/synthesis/reports_and_briefs/pdf/no8_primer. pdf Rodgers, D. Importance of Professional Liability and Malpractice Insurance. Retrieved October 19, 2007, from http://profiles. friendster. com/user. php Thorpe, K. E. (2004). The Medical Malpractice ‘Crisis’: Recent Trends And The Impact Of State Tort Reforms. Health Affairs. Retrieved October 19, 2007 from http://content. healthaffairs. org/cgi/content/full/hlthaff. w4. 20v1/DC1