1902981 Part 1. In Nordic European Countries, such as Iceland, Denmark and Finland. The importance of outside play is rated higher for children. Curriculum guidelines, issued by the Government emphasises the importance of outside learning. Following the extensive research carried out for the "Let's Go Outside" a paper article published, of Icelandic teachers Views. (Noradahl, Kristin, Johannesson and Ingolfur Asgeir 2016). Which indicate that, outdoor learning provides opportunities for education, that cannot be attained in a standard classroom environment, such as a greater understanding of the natural world, combined with physical exercise and a greater understanding of healthy living. In Iceland the emphasis on outside play, is a long standing early years educational staple, ensuring that children aged one to six, play outside as a main basis for education, this changes when the children reach the age of six until they are sixteen, from which point, outside play is restricted to alloted playtime. The variation in the outside learning, varies between schools and individual teachers. However, more and more schools are adopting this style of teaching and it is now estimated that in ReykJavik, seventy percent of schools, use outside education often. (Oladottir 2008). 1902981 Part 2a The following is an essay Forest School published by the Forest School Network, on Forest Schools. A definition of a Forest School Network states that 'it is an inspirational process that offers children, young people and adults regular opportunities to achieve and develop confidence and self esteem through hands on learning experiences in a woodland environment' (Murray & O' Brien 2006) Concerns raised of the lack of outside play of children, include the lack of freedom afforded to young children, to allow them to play in woodlands and green spaces, as their parents did, due to increased concerns about safety, and the increase in available entertainment inside, has also contributed to the decline in outside play. (O' Brien and Murray 2006) Research carried out (Ward Thompson, Aspinell, Bell, Findlay, Wherrett , J and Travlou ) 2004. shows that patterns of behaviour established in childhood, raising concerns that children who do not engage, in outside play , will not engage in outside activities as adults, therefore missing out on the physical and emotional benefits of nature. The Welsh Government has published guidelines encouraging teachers to adopt a Forest School environment, alongside a typical classroom environment, due to the benefits this affords, particularly during foundation years. Part 3 This is a critical response essay, on the text "Students Perspectives on Cyber bullying". (Agaston, Kowalski, Limber) 2007. The above mentioned report , is a study of approximately one hundred and fifty students, at two middle schools interviewed in focus groups, to gain an understanding of Cyber bullying. The aim of this essay is that you the reader, will understand the findings ,of this article, although the majority of incidents of Cyber bullying occur, outside school hours. A study was conducted by (Kowalski and Limber 2007) of Three thousand one hundred and sixty seven students, from grade six to eight. Seventy eight percent of students had experience of Cyber bullying. In particular, female students were highly affected and the conclusion was to encourage students and School districts alike, should address Cyber bullying through a combination of, Policies and include Cyber bullying as part of their existing bullying prevention Strategies. Although a short report, the information given is structured, concise and well presented, easy to follow evidence and findings and clear referencing available for future research if required. Formed from objective language, it is a clear academic research paper, formal in its language and presentation, delivered by experts in their field, with an intended audience of education authorities. With the advancement of technology and the ability of young people to not only use, but excel at adapting and using the technology available to them. It is argued in the paper that high risk behaviour is almost inevitable, due to the reasoning that with the ability to access online sites without adult supervision, with the exposure to pornography, drugs, voilence and cyber bullying. The paper also claims that during focus group meetings, that females in particular view cyber bullying as a problem. The focus groups were made up from schools selected for their diverse social economic data and were split into gender divided groups. The study relies on data from the focus groups, to show that as well as being very familiar with technology, the students were also aware of cyber bullying and the effect that it has. However, students were more likely to report incidents of cyber bullying to parents, rather than the adults at school. However, it also showed that students were reluctant to admit instances of cyber bullying to parents as they feared the loss of online privileges. A consistent argument throughout the text, seems to be that although students are aware of cyber bullying, they are also aware of ways to circumvent any measures put in place by the schools, to filter access to social media and also they are aware of measures they can take themselves in strategies for dealing with cyberbullying. The evidence used in this study relies heavily on the data received from approximately one hundred and fifty students selected to participate in the focus groups and as such can the data be relied on completely as being unbiased and sincere and completely truthful? Studies of youths aged ten to twenty four, show that ninety five per cent report lying at some point, particularly lying by avoidance. “Shading the truth”. (Cumsville, Darling, Martinez( 2010), to avoid discussing topics that a young person would not want their parents to know about. We must also consider lying by omission, that the students in the focus groups in the study for cyber bullying have shared some information. They omitted key components to avoid any retribution or consequences. As such the evidence collected and the responses given, although leading to constructive recommendations for policy changes in the schools, can not rely on as completely effective. We must also take into consideration the truthfulness of the conclusion that females in particular to find cyber bullying a problem meta analyses conducted. “Are cyberbullies less empathic? Adolescents’ cyberbullying behaviour and empathic responsiveness. (Steffgen, Konig, Pfetsch, Melzer) 2011. More males than females conduct cyberbullying as a way to express aggression and to deal with retaliation situations. The conclusion drawn. From the study, state that the schools need to enforce and encourage mobile phone policies, having parents and students alike read and sign the school districts policies on mobile phones and access to the internet during school times. The schools are also encouraged to adopt bullying prevention programmes that include lessons on cyberbullying to enable students to understand that targeting other students through mobile phones is also a form of bullying with lessons including steps to enable bystanding students to report and respond to cyberbullying. The conclusion drawn in this study are justified but the effectiveness of them will only be revealed in further studies over time. In conclusion the article is effective, academic in its style, presentation and is an appropriate academic article. References: Cumsille, Darling, Martinez (2010). Shading the truth. Agastan, Kowalski, Limbes, Darling, Dowdy (2010). Students perspectives on cyberbullying. Darling, Dowdy (2010). Trust but verify. Steffgan, Pfetsch, Melzer (2011). Are cyber bullies less empathic?. Ward Thompson, Aspinell, Bell, Findlay, Wherrett , J and Travlou (2004).