Kateřina Jančaříková Ph.D.
Czech Republic
Charles University in Prague, Faculty of Education, M. D. Rettigové 4 Praha 1
Department of Biology and Environmental Education
Bibliograpfy:
JANČAŘÍKOVÁ, Kateřina. Environmental education in the elementary schools. In Czudar, Anita; István, István; Tóth, Albert. 5th INTERANTIONAL JTET CONFERENCE on THEORIES AND PRACTICES FOR EDUCATION OF SUSTAINABLE DEVELOPMENT [online]. 1. vyd. Debrecín : Acta pericemonologice Debrecina , 2007. Environmentální výchova na prvním stupni ZŠ.. s. 161-172. ISSN 1588-2284.
Abstract
The article presents how Grounded Theory is used to perform qualitative research of environmental education in elementary schools. It contains an overview of the research results, namely - what forms an integral part of a well-performed environmental education of children (aged 6-12), and it presents a paradigm model of three important concepts: 1) outdoor teaching, 2) the positive aspects of breeding animals as a form of animal therapy and for developing competences and 3) a discussion concerning the high demands by teachers concerning the pupils' konwledge of the relevant terminology supporting or suppressing the pupils' environmental sensitivity. In conclusion, a summary of the research is presented: although the conditions are unsuitable, it is necessary to try to increase the percentage of outdoor activities in education; there is a tendency to re-introduce keep animals as an activity to Czech schools; it is recommended to ignore unscientific names of species in environmental education classes.
Keywords
elementary schools, environmental education, outdoor education, the importance of outdoor activities, keeping animals, animal therapy, environmental sensitivity,
Starting on September 1st 2007, environmental education (EE) in the Czech Republic will be compulsory according to the law. Teachers can teach EE themselves or they can visit eco-centers together with pupils. The quality of EE is not the same everywhere. As a long-term worker in the field of EE, I have an idea about what a proper EE should look like (Jančaříková, 2004). But have I considered everything? Therefore, using grounded theory (Strauss, A. & Corbin, J., 1999), I have decided to investigate the question of what is a part of EE at elementary schools and to adjust the EE methodology.
Methodology
Grounded theory (GT) is a modern method of qualitative research. Qualitative research differs from quantitative research in that it is not evaluated statistically. The GT method is much more accurate than any statistical evaluation of a small data sample. The GT method is very popular among psychologists and teachers. Similarly to quantitative methods, the GT method's advantages are: validity, agreement between theory and observation, generalization, reproducibility, accuracy, criticality and verifiability.
Grounded theory uses concepts. It differs from a mere description by formulating propositions about the relationships between the concepts. A description allows for none or for very little interpretation possibilities; whereas a theory tries to interpret.
I try to introduce a high degree of theoretical sensitivity into my research, because I work in the field of environmental education since 1986. (Briefly: I've been the head of a children's natural science sports group since 1986. I've been giving lectures on environmental education at post-gradual seminars for teachers since 1999. I've been engaged in home-education since 1999. Since 2005 I've been giving Environmental Education lessons in eighth grade elementary school classes. In the years 1986-1990 I was a member of the lobby for solid waste separation in the Czech Republic. The activities of this lobby were based on a quantitative sociological research. I am acquainted with most of the Czech environmental education professionals.) Theoretical sensitivity (Strauss, A., Corbin, J., 1999) can be described as
- The ability / characteristic of the investigator to differentiate even the smallest details in data meaning; the ability to gain insight, to assign meaning to data, to understand, to be able to separate the related from the unrelated
- The entity that grows during research
- A phenomenon anchored in 1) professional experience and 2) in personal experience and 3) in literature and 4) in the analysis itself (because it develops through research)
Aims
The first aim was to create a list of concepts, or characteristics, of all that forms a part of environmental education at elementary schools. Per recommendation of Strauss and Corbin, I used my own popularizing term to name the concepts: Es. The Es were obtained by addressing experts (Elshout's definition states that: "An expert is a person who spent five years or more in performing a special activity") in EE at elementary schools (age 6 to 11 years) with a question: What do you think is a part of EE in the first stage? In later phases of my search I extended the question like this: Specify what you consider to be the most important thing and what you think people sometimes forget to focus on.
I chose the following categories of experts (selective sampling):
- "skilled" teachers
- faculty EE teachers (from universities of education)
- eco-center workers
- eco-activists with elementary school children in their families
I chose the experts in this way so that diversed opinions could be expected. That means those that do not enrich one another. The research was terminated, per grounded theory methodology, at the point when addressing more experts did not bring any new concepts (this point is also known as theoretical saturation). In total, I addressed 21 experts.
I gained more than 80 concepts that I combined and divided into the following categories: content, teaching conditions, aims, means and EE teacher.
The second aim was to find and describe the relationships. As stated above, without this phase, the whole research would be a mere description and would not constitute a theory. This paper will focus, because of its limited length, on three Es. The chosen Es were analyzed using the GT, synthesized and compared with literature records, and paradigmatic models were derived. While looking for the relationships, my logbook Ekodeník containing memos was used together with my own professional and personal experience and the experience of my colleagues. Ekodeník - my personal note and memo book contains interesting observations of children and sometimes adults (teachers or parents) and their behavior in nature and their behavior towards animals. I started my notes in 1993. Although the form and data collection method improved over time (I now use a computer to type notes, along with voice and video recording devices; I've also experienced a professional improvement during my post-gradual studies), even among the oldest notes there are some that are very suitable for GT research. The notes were chosen by theoretical sampling.
Outdoor activities (note 1)
At a teachers' conference, I mentioned the conclusion of a research report coordinated by one of the pioneers of Czech EE, Emilie Strejčková (2005), stating that children need to spend more time out of doors in order to ensure their healthy growth and their healthy future, and they have the right to do so. I was interrupted by one of the educators present who argued that she thought that "children also had the right to an education". At the time, I could not understand how someone could doubt that children could be taught under an open sky. Later, I realized that this was a majority opinion throughout the society.
Since 1999, I am involved, together with my husband, in the homeschool movement. We both have the experience that children can indeed be taught out in the open. And both our sons - whom we taught at home - are now secondary school students (they are by no means illiterate barbarians).
But is it possible to teach an entire class outside? Yes, it is! Outdoor teaching has been proposed, conducted, and documented in the Czech Republic by several educators. In 1874-1879, Ignác Libíček (1924), a teacher in the town of Olomouc, taught his pupils outside the school buildings. In 1875, Václav Vaníček, a Czech teacher, published an article in the Posel z Budče magazine, where he emphasized Komenský's Didactics and the respective ministry decree (č. 4816, 9.June 1873, where it is "allowed to wander the nature in the vicinity of the school during appropriate time in the course of teaching ").
And he recommended the other teachers to follow his example and spend as much time with their pupils as possible outside the school buildings. The article also gives minute description of Vanicek's recreational-scientific trips walks with his students and his experience he gained there (e.g. group singing during the trips). A plan of the so called Lesní škola (Forest School) in the town of Kostelec nad Orlicí was published but in the end not realized in 1907 by Mr. Čermák, a Czech teacher (in Rohlena, 1928). The forest school project was also supported by Václav Rohlena. The most serious Czech supporter of outdoor education was the famous writer of children's books about prehistoric times, the teacher and archeologist Eduard Štorch. On Sundays and on holidays, he took children from Prague outside the city, he conducted swimming and skating workshops and he was the supervisor of a camping society. During the summer holidays, he organized cheap holidays by the seaside, and during the winter holidays, he organized skiing trips. He later realized that taking the children outside of the city on Sundays and on holidays couldn't redeem the time spent within the school walls. He was worried about his pupils' poor state of health. Quoting his notes: "A diligent and industrious pupil who is responsible and spends the time in preparation for school, spends long evenings over his books and papers, and destroys his health in the most dangerous times...Does not have any capacity to heal." (Štorch, 1929). He therefore was trying to carry through his idea of joining education with outdoor activities for the sake of the children's health on a large scale. To support his vision of teaching outside of school buildings with full-valued arguments (pedagogical research), he created his version of a school in nature on his own expenses as one of several pedagogical experiments that were conducted at the time. He obtained the necessary money by selling his pride, his archeological collections. In 1926 - 1930 he was the head of a Dětská farma (Children's Farm) on an island on the Vltava River in Prague, where he spent three workdays each week together with his students. On the farm he let the children behave freely and work in nature during lessons. The students got to like this "outside school" so much that they met there even outside school - not only to play and swim, but also to work (they were building all sorts of huts, benches etc.). Štorch (1929) kept close records of his teaching work, and he processed and analyzed these records four years later. His results were very surprising - the children's health was improved (as certified by many medical reports of the students), a group of students was formed from various groups and classes, the individual student capabilities came to light, the students' social conscience was improved, their independence was strengthened, they could control themselves better in groups, they had a better relationship towards work, they were more modest (in today's terms: building up key competences). He used his research report to support his request, whereby he asked the Prague authorities to recognize the Children's Farm as a state school and therefore to finance it (because he himself was out of money by that time). Unfortunately the authorities did not share his enthusiasm and his view of the research and the Children's Farm had to close down in 1930 due to lack of financedid not recogniyd not recogniys out of maves better in groups, they gained better e. "The Children's Farm is dead. They took it from me and they themselves could not manage." (Štorch, 1929).
Unfortunately, after 100 years, Czech pedagogy has not moved much - pupils and students spend most of their time in unfriendly buildings. In order to allow the students to have a run during the breaks or to drink during lessons, a special project had to be created (Škola podporující zdraví - School-supported health). In reality, our pedagogy is not in the same place where it was in the times of the above mentioned revivalists and experimenters - today the situation is much worse, because family life has over the last 100 years significantly shifted indoors, and this tendency is ever more apparent.
The experts, whom I contacted during my GT research, all stated that outdoor activities are one of the most important components of good environmental education, and they all remembered their own experience as youngsters and all the "good fun they had out of doors".
Reflecting - story lines - specific school case studies
1) Out of the eight classes where I teach EE, only one class spends time in the school garden during breaks when "the weather's nice". The other classes spend their breaks inside the school, sometimes even in the class.
2) Although most of the addressed experts, and me, regard outdoor activities as a key element of EE, I encountered and gave way to the pressure from the teacher, parents and intervening conditions to keep I teach EE inside for a major part of the school year.
3) Although the weather was terrible, the children from the children's natural science sports group wanted to go outside. Even John, who had improper clothing. We went to the forest and we played games. Kate and Tina were speaking about how we're going to go out even when it snows and rains, in frost or rain, because "outside is so nice".
4) A teacher at an elementary school who wanted to let the children go out during breaks told me that many parents were writing excuse notes for the children saying the children don't have to go out or that they shouldn't. That was a problem for the teacher, because she couldn't be outside and inside and simultaneously watch the children. In the end, after consulting the head, she decided that all children will go out even against the will of the parents.
5) A mathematics and physics teacher (17-year career at upper elementary school): "The pupils are less skilled nowadays, e.g. they cannot measure the length of a table using a tape rule, they can't observe distant objects, they fall more often and they stumble against each other or even against the door frame."
6) A third grade pupil (9 years old), John, told me that he could not scrape butter over his slice of bread and that he would not, because he had never done such a thing.
7) An elementary school teacher told me about an incident where a boy fell off from a low swing and broke his arm in three places. His father then claimed that the school and the supervising teacher had neglected their duties.
8) A group discussion (during a seminar) with teachers at elementary schools (roughly 10-year careers) yielded the following observations. The pupils have changed over the past few years. They are considered "more aggressive, more vulgar (rude words, no respect to one another)". There are "more conflicts between groups of boys and girls". The teachers thought that computer games, capitalism and the related lifestyles including less time outside, more property and little guidance towards creative work were to blame for this change.
9) Emilie Strejčková, one of the pioneers of EE in the Czech Republic thinks that the pupil genotype does not change, what changes is their memes - due to the changing cultural value systems and the environment.
The paradigm model of why children spend so little time outdoors
1) Children at elementary schools like being outdoors
2) The outdoors allows children to develop their natural development possibilities of their rough and fine motor skills, it grants them an environment to play and develop environmental sensitivity; all that because the outdoors is man's natural environment
3) Parents do not require time spent outdoors (those parents that wish their child to spend more time outdoors gave up on this wish and do not try to force their wish through)
4) Some parents on the other hand protest against their children being outdoors (they do not wish the child to get dirty, to get hurt, they think that time spent out of doors is not productive enough, they fell that the child may "have trouble getting to a secondary school" etc.)
5) Some teachers do not wish to go outside with their children, because they are afraid of not being able to cover the prescribed curriculum in the class ("they can afford to lose a minute")
6) Some teachers realize the importance of being outdoors and they try to provide their pupils with the necessary outdoor time regardless of the below listed possible problems - however this time is usually very short. The school-going children in the Czech Republic do not even have the year-round possibility to go outside during their longer breaks.
7) One third to one half of pupils (8-9 years) are not able to dress themselves or get their shoes on alone - therefore going outside is even more complicated for teachers, because they must assist 10-15 pupils in their dressing
8) Teachers are worried about the growing violence and increasing lack of dexterity of the children - they are more afraid of accidents more than in the past
9) Parents nowadays react to accidents in a different way - they don't blame the children ("serves him right, clumsy little kid") but they blame the teachers ("not paying attention") and they threaten the teachers with prosecution
From this we can see that the problems concerning outdoor activities are cyclic. The pupils are less dexterous, because they do not have the opportunity to spend time in their natural environment. This lack of dexterity and fine motor skills make outdoor activities more complicated as opposed to indoor ones. Furthermore, the teachers and the parents are afraid of their children getting hurt, and therefore do not allow them to go outside. Since outdoor activities are an important factor in developing environmental sensitivity (WILKE, 1993), I recommend allocating more resources to them. Most of all, I recommend providing enough positive motivation to the theachers to make them relocate as many lessons as possible outside.
Animals in the class (Note 2)
Many psychologists, doctors and teachers agree that a live animal has a positive influence on the class: being close to animals increases the children's' self-esteem, helps to solve social and school problems. The people cuddling their pets had higher endorphin levels and levels of other substances evoking a sense of happiness and ease. The presence of an aquarium with fish in a doctor's waiting room calms the patients, increases their cooperation and reduces their pain sensitivity (Katcher, Segal & Beck, 1983). Lately, allergologists come to regard the presence of animals as prevention of allergies.
Very few households nowadays have farm animals and very few parents allow their children a pet in a high-rise. The children therefore sometimes lack any form of contact with animals. This particular deficit is compensated by the societies offering canistherapy or hipotherapy (Galajdová, 1999).
There has even been a new scientific field created - animal therapy. There are annual conferences taking place on a global scale, where the positive impact of animals on the psyche of healthy and handicapped people is discussed. It has become apparent that even the very small and not-demanding animals have a positive influence. The experts, whom I have asked during my GT research, recommended having the possibility in a school to introduce children to keeping or breeding of and caring for animals. Breeding was a traditional subject at Czech schools - up to the 1960s it was common to breed small farm animals at schools. Řehák (1967) recommends having rabbits, hens, silk moths and bees: "At every school, there should be a bee keeper workshop."
Today however, there is a tendency of a shift towards exotic animals (the impacts of this shift will not be discussed in this paper).
Reflecting - story lines - specific school case studies
1) The teacher Nadia on an elementary school brought a tortoise into the class. After two years of having the tortoise in the class, she stated that "The tortoise slowly crawling on the floor of the class was calming everyone down, even hyperactive children".
2) The special educator Jane invites children with learning disabilities to her office and works with them on an individual basis. Several years ago she purchased a terrarium with two live gerbils (rodents like mice). She stated that "at first she was afraid not to distract children with attention problems by the movement in the terrarium, but that it had become apparent that quite the contrary occurs. The children made sure that the gerbils were still there when they came into the office. During their work the children may have looked at the gerbils several times, but they continued working. The mere presence of the two cuddly gerbils was enough to calm and reassure the children. The gerbils helped the children to better deal with stress of not keeping up with their class and having to take extra lessons".
3) The teacher Helen brought a two months old cockatiel (parrot) into her first grade class at the beginning of the year. Now, after three years, everyone is still very happy with it. Quoting a letter: "The pupils love the cockatiel above all other. They take care of it in groups. They even taught it to speak. They named the cockatiel Lucky and it can pronounce this name quite clearly. We let it out every day in the morning, and we close her up again before the last lesson. I can all but recommend having a live animal in the class. The children are forced to behave well, they do not run about the class, they don't shout and their relation towards nature improves. The only negative aspects I see are allergies. Luckily, we have no such children in our class. We also have an aquarium in the class, and the children look at the fishes, frogs and prawns. In other classes of our school, there are cockatiels and parakeets, or hamsters or even one dwarf bunny. Even the parents are happy about the cockatiel and they say that the children love Lucky very much".
The paradigm model
1) children benefit psychologically from contact with animals (limits stress, calms one down)
2) children benefit physically from contact with animals (develops fine motor skills, prevents allergies)
3) regular animal care supports the building of some positive character attributes, allows for insight and respect towards life
4) most children nowadays have much more limited possibilities of being in contact with animals than one or two generations ago
5) (Czech) schools had animal breeding as a traditional subject
6) renewing the tradition of farm animal breeding is not probable at the present time, but it is possible to keep smaller animals (pets) - that can partially compensate for this
7) there is positive experience from having pets in classrooms today
8) One must respect pupils with allergies. But it is often possible to find a compromise (keeping invertebrates or using a terrrarium in less frequented area).
Keeping small exotic animals in classes is on the rise in Czech schools. It is important to support this tendency and to see it in a positive light, because forming a relationship with a live creature supports on the one hand environmental sensitivity (Wilke, 1993), but also many other positive personal properties and competences.
How many plant, animal or mushroom species should a pupil be able to name correctly? (note 3)
This particular E showed up in the selective data collection as the only controversial concept - some of the addressed experts were against a "pointless tormenting using nomenclatures" and they supported their claim using the fact that they were afraid that insisting on the knowledge could harm the build-up of love and respect towards nature. However other experts hold the opposite opinion, that "without a proper knowledge of the species, EE cannot be taught properly". Strauss and Corbin also state that sometimes, GT research can yield contradictory concepts.
Reflecting - story lines - specific school case studies
1) Sylvia, an elementary school teacher (certified for upper elementary school, grade 6-9) quantified her demands: "A third-grade pupil should be able to name, genus and family, at least 15 types of trees, and I've been teaching them over and over and I can't understand, why they don't manage yet".
2) During one EE class (pupils of 8 years of age) I invited the pupils to select a tree branch from a basket and to tell me, what they think is the most important thing about the tree. Only one of 26 pupils picked a branch, because she "knew the name of the tree". All other pupils said they climbed the tree somewhere, that they plucked fruit off the tree or that the branch smelled nice. They selected these characteristics as the main ones, even if they knew the proper name of the tree.
3) When I showed an apple-tree branch with leaves to second-grade pupils, they could not recognize it. They offered many other trees: "Basswood, larch, pine, oak, beech, chestnut …" in other words completely different trees, including conifers!
4) The knowledge, or non-knowledge, of the most common trees (Tab. 2).
5) Nadia, the teacher, then continued on from my EE lesson and set homework to all other classes as well - writing a paper about one's favorite tree. She provided me with the children's written work. And again, I saw that the children liked trees when they could
- Climb them,
- Pick the fruit (or indeed eat it)
- See something interesting about the tree
- Find a tree planted by someone they liked or by themselves.
I picked the most frequent answers from a total number of 30:
"I like the large trees like the chestnut, because chestnuts grow on it. And then we rake the leaves and we collect the marrons. Mommy likes lilac, because it smells real good. Daddy has a chestnut in grandpa's garden and he likes it, because he climbed it when he was young."
"I have my own apple tree and I climb it and I pick the apples. Yum."
"My favorite tree is the hazel nut tree that grows underneath my window. I climb from the gutter onto the roof and I pick the nuts."
"My favorite tree is the chestnut. It's called Old nosy, because it has a lot of tree tumors."
6) James (25 months) saw a rose hip bush, pointed at it and was saying: "Tea, tea." He obviously wasn't able to pronounce "rose-hip". But he was able to name the oak tree.
The paradigm model
1) Most elementary students are not interested in scientific nomenclature
2) Most students value other characteristics (experiences)
3) Some experts consider the proper knowledge of many species critical for EE
4) Some experts consider insisting on the proper knowledge of many species contra-productive to EE
5) There are children, who are interested in scientific nomenclature from their early years
6) The knowledge of the names of trees is in many pupils not associated with the actual tree
I believe that the contradictory expert demands are probably connected with their relationship with natural-science subjects. If we use the demand that people of all professions should have a deep developed sense of love for nature and that they should in their personal and professional decisions take the protection of nature into account (in modern terms: they should have the competences called "ecological thinking" or "environmental sensitivity"), it is necessary to motivate the class during EE, including those pupils that do not like biology or geology, and for whom a systematic nomenclature poses a problem. That is why I recommend using the correct names during EE classes (EE teachers should know the natural materials around the school) and introducing them to the pupils; however I do not recommend insisting on the names and testing the pupils' knowledge concerning them. I recommend leaving all kinds of tests for the pupils' biology and geology classes.
Conclusion
The Czech curriculum reform brings many positive changes. Among others, environmental education is introduced as a mandatory subject. The task of experts and teachers will be to supervise a non-formal environmental education, but rather a practical approach (both theoretical and experimental) The aim of the research (the entire research will be presented as a doctoral thesis at the Faculty of Education of the Charles University in Prague) was to describe the possibilities of a non-formal environmental education methods.
While teaching the EE at Czech schools, emphasis must be given to outdoor activities. The author of this paper noticed a tendency to re-introduce the positive aspects of breeding at Czech schools. This tendency sould be further developed. During EE classes, no testing of knowledge of animal species, plants, mushrooms or other materials is recommended (this should be reserved for natural science subjects - biology, geology), because the stress induced in testing the pupils with insufficient natural-science talent or enthusiasm could further reduce the productivity of the students' environmental sensitivity.
References
Galajdová, L. (1999). Pes lékařem lidské duše aneb Canisterapie. Praha : Grada Publisching. (Dogs as doctor human´s soul or Canisterapy).
Havlínová, M., & Vildová, Z. (1999) Co to je, když se řekne: Škola podporující zdraví. Praha : SZÚ. ISBN 80-7071-136-1. (School-supported health introduction of project.)
Jančaříková, K. (2004). Ekolístky: metodické listy Svatojánské koleje (Eco-letters: Methodical Letters of St. John College). St. John College: college of education, 2004. ISBN 80-239-3024-9.
Katcher, A., Segal, H., & Beck, A. Contemplation of an aquarium for the reduction of anxiety. In R.K. Anderson, B. Hart, & L. Hart (Eds.), The pet connection. 1983; 171-178. Minneapolis : University of Minnesota Press. |
Rohlena, V.(1928). Školy v přírodě. Praha. (Schools in Nature).
Rýdl, K., &Koťa, J. (1992). Poslání učitele a reformní pedagogika v Československu. Praha : PedF UK. (Teacher´s roles and education reform in Czechoslowakia.)
Řehák, B. (1967). Vyučování biologii na základní devítileté škole a střední všeobecné škole : Příspěvek k didaktice biologie. Praha : Svoboda. 2. vyd. opravené. (Biology education on elementary school and high school : contribution to the didactic of biology).
Strejčková, E. (2005). Děti, aby byly a žily. Ministerstvo životního prostředí, 2005. 1. vyd. ISBN 80-7212-382-3. (Children to be and alive).
Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research : Techniques and Procedures for Developing Grounded Theory. London : Thousand Oaks. 2nd ed. ISBN 0-8039-5940-0.
Strnad, E.(1975). Didaktika školy národní v 19. století. 1. díl. Praha : SPN. (Didactic Czech national school in 19. century.)
Štorch, E.(1929). Dětská farma, eubiotické reforma školy. Brno. (Children's Farm: eubiotic reform of school).
Vaníček, V.
(1875). Vyučování pod širým nebem. In Posel z Budče VI. (s. 344 a 442). (Outdoorteaching.)
(1875). Vyučování pod širým nebem. In Posel z Budče VI. (s. 344 a 442). (Outdoorteaching.)
WILKE, R. J.(ed.) Environmental education : Teacher Resource Handbook : A practical Guide for K - 12 Environmental Education.
Thousand Oaks, California : Corwin press, First Printing, 1993.
ISBN 0-8039-6370-X.
Thousand Oaks, California : Corwin press, First Printing, 1993.
ISBN 0-8039-6370-X.
cheap beats by dre headphones |
From a summer time time related with sports activities practice and each of the disturbances, at this time you must research back so as to school and get lets start on difficult work. There is going to be many organizations inside our sector fiscal by using a respectable 3 months just just before Xmas, certainly, it truly is almost the period currently, to absolve four seasons with a bang. Several on the brokerages We've spoken with more than the program in the yr, undoubtedly in the united kingdom, provide practically claimed specifically precisely the same issue; which will while enquiry ranges have organised comparatively regular, actually converting all of them straight into small company is now the problem.