The Columbine Massacre School Shooting April 20, 1999

On April 20, 1999, in the small, suburban town of Littleton, Colorado, two high-school seniors, Dylan Klebold and Eric Harris, enacted an all-out assault on Columbine High School during the middle of the school day. The boys plan was to kill hundreds of their peers. With guns, knives, and a multitude of bombs, the two boys walked the hallways and killed. When the day was done, twelve students, one teacher, and the two murderers were dead; plus 21 more were injured. The haunting question remains: why did they do it? The Boys: Dylan Klebold and Eric Harris Dylan Klebold and Eric Harris were both intelligent, came from solid homes with two parents, and had older brothers who were three years their senior. In elementary school, Klebold and Harris had both played in sports such as baseball and soccer. Both enjoyed working with computers. The boys met each other while attending Ken Caryl Middle School in 1993. Though Klebold had been born and raised in the Denver area, Harris father had been in the U.S. Air Force and had moved the family several times before he retired and moved his family to Littleton, Colorado in July 1993. When the two boys entered high school, they found it difficult to fit into any of the cliques. As is too common in high school, the boys found themselves frequently picked on by athletes and other students. (Though some claimed they were part of the Trench Coat Mafia, in truth, they were only friends with some of the groups members. The boys didnt usually wear trench coats to school; they did so only on April 20 to hide the weapons they were carrying as they walked across the parking lot.) However, Klebold and Harris seemed to spend their time doing normal teenager activities. They worked together in a local pizza parlor, liked to play Doom (a computer game) in the afternoons, and worried about finding a date to the prom. For all outward appearances, the boys looked like normal teenagers. Looking back, Dylan Klebold and Eric Harris obviously werent your average teenagers. Problems According to journals, notes, and videos that Klebold and Harris left to be discovered, Klebold had been thinking of committing suicide as early as 1997 and they both had begun thinking about a large massacre as early as April 1998—a full year before the actual event. By then, the two had already run into some trouble. On January 30, 1998, Klebold and Harris were arrested for breaking into a van. As part of their plea agreement, the two began a juvenile diversion program in April 1998. Since they were first-time offenders, this program allowed them to purge the event from their record if they could successfully complete the program. So, for eleven months, the two attended workshops, spoke to counselors, worked on volunteer projects, and convinced everyone that they were sincerely sorry about the break-in. However, during the entire time, Klebold and Harris were making plans for a large-scale massacre at their high school. Hate Klebold and Harris were angry teenagers. They were not only angry at athletes that made fun of them, or Christians, or blacks, as some people have reported; they basically hated everyone except for a handful of people. On the front page of Harriss journal, he wrote: I hate the f*cking world. Harris also wrote that he hates racists, martial arts experts, and people who brag about their cars. He stated: You know what I hate? Star Wars fans: get a friggin life, you boring geeks. You know what I hate? People who mispronounce words, like acrost, and pacific for specific, and expresso instead of espresso. You know what I hate? People who drive slow in the fast lane, God these people do not know how to drive. You know what I hate? The WB network!!!! Oh Jesus, Mary Mother of God Almighty, I hate that channel with all my heart and soul. Both Kiebold and Harris were serious about acting out on this hate. As early as spring 1998, they wrote about killing and retaliation in each others yearbooks, including an image of a man standing with a gun, surrounded by dead bodies, with the caption, The only reason your [sic] still alive is because someone has decided to let you live. Preparations Klebold and Harris used the Internet to find recipes for pipe bombs and other explosives. They amassed an arsenal, which eventually included guns, knives, and 99 explosive devices. Klebold and Harris wanted to kill as many people as possible, so they studied the influx of students in the cafeteria, noting that there would be over 500 students after 11:15 a.m. when the first lunch period began. They planned to plant propane bombs in the cafeteria timed to explode at 11:17 a.m. and then shoot any survivors as they came running out. There is some discrepancy whether the original date planned for the massacre was to be April 19 or 20. April 19 was the anniversary of the Oklahoma City Bombing and April 20 was the 110th anniversary of Adolf Hitlers birthday. For whatever reason, April 20 was the date finally chosen. Setting the Bombs in the Cafeteria At 11:10 a.m. on Tuesday, April 20, 1999, Dylan Klebold and Eric Harris arrived at Columbine High School. Each drove separately and parked in spots in the junior and senior parking lots, flanking the cafeteria. Around 11:14, the boys carried two 20-pound propane bombs (with timers set for 11:17 a.m.) in duffel bags and placed them near tables in the cafeteria. No one noticed them place the bags; the bags blended in with the hundreds of school bags that the other students had brought with them to lunch. The boys then went back to their cars to wait for the explosion. Nothing happened. (It is believed that if the bombs had exploded, it is probable that all 488 students in the cafeteria would have been killed.) The boys waited a few extra minutes for the cafeteria bombs to explode, but still, nothing happened. They realized that something must have gone wrong with the timers. Their original plan had failed, but the boys decided to go into the school anyway. Klebold and Harris Head Into Columbine High School Klebold, wearing cargo pants and a black T-shirt with Wrath on the front, was armed with a 9-mm semi-automatic handgun and a 12-gauge double-barrel sawed-off shotgun. Harris, wearing dark-colored pants and a white T-shirt that said Natural Selection, was armed with a 9-mm carbine rifle and a 12-gauge pump sawed-off shotgun. Both wore black trench coats to hide the weapons they were carrying and utility belts filled with ammunition. Klebold wore a black glove on his left hand; Harris wore a black glove on his right hand. They also carried knives and had a backpack and a duffel bag full of bombs. At 11:19 a.m., the two pipe bombs that Klebold and Harris had set up in an open field several blocks away exploded; they timed the explosion so that it would be a distraction for police officers. At the same time, Klebold and Harris started firing their first shots at students sitting outside the cafeteria. Almost immediately, 17-year old Rachel Scott was killed and Richard Castaldo was injured. Harris took off his trench coat and both boys kept firing. Not a Senior Prank Unfortunately, many of the other students didnt realize yet what was happening. It was only a few weeks until graduation for the seniors and as is a tradition among many U.S. schools, seniors often pull a senior prank before they leave. Many of the students believed that the shootings were just a joke— part of a senior prank—so they didnt immediately flee the area. Students Sean Graves, Lance Kirklin, and Daniel Rohrbough were just leaving the cafeteria when they saw Klebold and Harris with guns. Unfortunately, they thought the guns were paintball guns and part of the senior prank. So the three kept walking, heading toward Klebold and Harris. All three are wounded. Klebold and Harris swiveled their guns to the right and then shot at five students who were eating lunch in the grass. At least two were hit—one was able to run to safety while the other was too debilitated to leave the area. As Klebold and Harris walked, they nearly continually threw small bombs into the area. Klebold then walked down the stairs, toward the injured Graves, Kirklin, and Rohrbough. At close range, Klebold shot Rohrbough and then Kirklin. Rohrbough died instantly; Kirklin survived his wounds. Graves had managed to crawl back down to the cafeteria, but lost strength in the doorway. He pretended to be dead and Klebold walked over him to peer into the cafeteria. The students in the cafeteria started looking out the windows once they heard gunfire and explosions, but they too thought it was either a senior prank or a film being made. A teacher, William Dave Sanders, and two custodians realized that this was not just a senior prank and that there was a real danger. They tried to get all the students away from the windows and to get down on the floor. Many of the students evacuated the room by going up the stairs to the second level of the school. Thus, when Klebold peered into the cafeteria, it looked empty. While Klebold was looking into the cafeteria, Harris continued shooting outside. He hit Anne Marie Hochhalter as she was getting up to flee. When Harris and Klebold were back together, they turned to enter the school through the west doors, firing as they went. A policeman arrived on the scene and exchanged fire with Harris, but neither Harris nor the policeman was injured. At 11:25 a.m., Harris and Klebold entered the school. Inside the School Harris and Klebold walked down the north hallway, shooting and laughing as they went. Most of the students not at lunch were still in class and didnt know what was going on. Stephanie Munson, one of several students walking down the hall, saw Harris and Klebold and tried to run out of the building. She was hit in the ankle but managed to make it to safety. Klebold and Harris then turned around and headed back down the hallway (toward the entrance they had gone through to enter the school). Teacher Dave Sanders Shot Dave Sanders, the teacher who had directed students to safety in the cafeteria and elsewhere, was coming up the stairs and rounding a corner when he saw Klebold and Harris with guns raised. He quickly turned around and was about to turn a corner to safety when he was shot. Sanders managed to crawl to the corner and another teacher dragged Sanders into a classroom, where a group of students was already hiding. The students and the teacher spent the next few hours trying to keep Sanders alive. Klebold and Harris spent the next three minutes indiscriminately shooting and throwing bombs in the hallway outside the library, where Sanders was shot. They threw two pipe bombs down the stairs into the cafeteria. Fifty-two students and four staff were hiding in the cafeteria and could hear the gunshots and explosions. At 11:29 a.m., Klebold and Harris entered the library. Massacre in the Library Klebold and Harris entered the library and shouted: Get up! Then they asked for anyone wearing a white cap (jocks) to stand up. No one did. Klebold and Harris started firing; one student was injured from flying wood debris. Walking through the library to the windows, Klebold shot and killed Kyle Velasquez, who was sitting at a computer desk rather than hiding under a table. Klebold and Harris set down their bags and started shooting out the windows toward policemen and escaping students. Klebold then took off his trench coat. One of the gunmen yelled Yahoo! Klebold then turned and shot at three students hiding under a table, injuring all three. Harris turned and shot Steven Curnow and Kacey Ruegsegger, killing Curnow. Harris then walked over to a table near him where two girls were hiding underneath. He banged two times on the top of the table and said, Peek-a-boo! Then he shot under the table, killing Cassie Bernall. The kick from the shot broke his nose. Harris then asked Bree Pasquale, a student sitting on the floor, if she wanted to die. While pleading for her life, Harris was distracted when Klebold called him to another table because one of the students hiding underneath was black. Klebold grabbed Isaiah Shoels and started dragging him from under the table when Harris shot and killed Shoels. Then Klebold shot under the table and killed Michael Kechter. Harris disappeared into the book stacks for a minute while Klebold went to the front of the library (near the entrance) and shot out a display cabinet. Then the two of them went on a shooting rampage in the library. They walked by table after table, shooting non-stop. Injuring many, Klebold and Harris killed Lauren Townsend, John Tomlin, and Kelly Fleming. Stopping to reload, Harris recognized someone hiding under the table. The student was an acquaintance of Klebolds. The student asked Klebold what he was doing. Klebold answered, Oh, just killing people.  Wondering if he, too, was going to be shot, the student asked Klebold if he was going to be killed. Klebold told the student to leave the library, which the student did. Harris again shot under a table, injuring several and killing Daniel Mauser and Corey DePooter. After randomly shooting off a couple more rounds, throwing a Molotov cocktail, taunting a few students, and throwing a chair, Klebold and Harris left the library. In the seven and a half minutes they were in the library, they killed 10 people and injured 12 others. Thirty-four students escaped uninjured. Back Into the Hall Klebold and Harris spent about eight minutes walking down the halls, looking into the science classrooms and making eye contact with some of the students, but they didnt try very hard to get into any of the rooms. Students stay huddled and hidden in many of the classrooms with the doors locked. But locks wouldnt have been much protection if the gunmen had really wanted to get in. At 11:44 a.m., Klebold, and Harris headed back downstairs and entered the cafeteria. Harris shot at one of the duffel bags they had placed earlier, trying to get the 20-pound propane bomb to explode, but it didnt. Klebold then went over to the same bag and began fiddling with it. Still, there was no explosion. Klebold then stepped back and threw a bomb at the propane bomb. Only the thrown bomb exploded and it started a fire, which triggered the sprinkler system. Klebold and Harris wandered around the school throwing bombs. They eventually went back to the cafeteria only to see that the propane bombs had not exploded and the sprinkler system had put out the fire. At exactly noon, the two went back upstairs. Suicide in the Library They headed back to the library, where nearly all the uninjured students had escaped. Several of the staff remained hidden in cabinets and side rooms. From 12:02 to 12:05, Klebold and Harris shot out the windows toward the policemen and paramedics that were outside. Sometime between 12:05 and 12:08, Klebold and Harris went to the south side of the library and shot themselves in the head, ending the Columbine massacre. The Students Who Escaped To the policemen, paramedics, family and friends waiting outside, the horror of what was happening unfolded slowly. With 2,000 students attending Columbine High School, no one saw the whole event clearly. Thus, reports from witnesses escaping the school were skewed and fragmentary. Law enforcement personnel tried to rescue those who were injured outside but Klebold and Harris shot at them from the library. No one saw the two gunmen commit suicide so no one was sure it was over until police were able to clear the building. Students that had escaped were sent via school bus over to Leawood Elementary School where they were interviewed by police and then put on a stage for parents to claim. As the day wore on, the parents that remained were those of the victims. Confirmation of those that had been killed did not come until a day later. Rescuing Those Still Inside Because of the large number of bombs and explosives thrown by the gunmen, the SWAT and police could not immediately enter the building to evacuate the remaining students and faculty that were hiding inside. Some had to wait for hours to be rescued. Patrick Ireland, who had been shot two times in the head by the gunmen in the library, attempted to escape at 2:38 p.m. out the library window—two stories up. He fell into the waiting arms of SWAT while T.V. cameras showed the scene across the country. (Miraculously, Ireland survived the ordeal.) Dave Sanders, the teacher who had helped hundreds of students escape and who had been shot around 11:26 a.m., lay dying in the science room. The students in the room tried to provide first aid, were given instructions over the phone to give emergency aid, and placed signs in the windows to get an emergency crew inside quickly, but no one arrived. It wasnt until 2:47 p.m. when he was  taking his last breaths that SWAT reached his room. In all, Klebold and Harris  killed 13 people  (twelve students and one teacher). Between the two of them, they fired 188 rounds of ammunition (67 by Klebold and 121 by Harris). Of the 76 bombs that Klebold and Harris threw during their 47-minute siege on Columbine, 30 exploded and 46 did not explode.​ In addition, they had planted 13 bombs in their cars (12 in Klebolds and one  in Harris) that did not explode and eight bombs at home. Plus, of course, the two propane bombs they planted in the cafeteria that did not explode. Who Is to Blame? No one can say for sure why Klebold and Harris committed such a horrific crime. Many people have come up with theories including being picked on in school, violent video games (Doom), violent movies (Natural Born Killers), music, racism,  Goth, problematic parents, depression, and more. It is hard to pinpoint one trigger that started these two boys on a murderous rampage. They worked hard to fool all those around them for over a year. Surprisingly, about a month before the event, the Klebold family took a four-day road trip to the  University of Arizona, where Dylan had been accepted for the following year. During the trip, the Klebolds didnt notice anything strange or unusual about Dylan. Counselors and others also didnt notice anything unusual. Looking back, there were  telltale hints and clues  that something was seriously wrong. Videotapes, journals, guns, and bombs in their rooms would have been easily found if the parents had looked. Harris had made a website with hateful epithets that could have been followed up on. The Columbine Massacre changed the way society looked at children and at schools. Violence was no longer just an after-school,  inner-city  occurrence. It could happen anywhere. Sources Bai, Matt. Anatomy of a Massacre.  Newsweek. 3 May 1999: 25-31.Columbine Report. Jefferson Countys Sheriffs Office. 15 May 2000.Columbine: Hope From Heartbreak.  Rocky Mountain News.Cullen, Dave. Columbine Report Released.  Salon.com. 16 May 2000.Cullen, Dave. Inside the Columbine High Investigation.  Salon.com. 23 Sept. 1999.Cullen, Dave. Kill Mankind. No one should survive.  Salon.com. 23 Sept. 1999.Dickenson, Amy. Where Were the Parents?  Time. 3 May 1999.Gibbs, Nancy. The Next Door: A Special Report on the Colorado School Massacre.  Time. 3 May 1999: 25-36.Levy, Steven. Loitering on the Dark Side.  Newsweek. 3 May 1999: 39.

Observation Report of a Child at Elementary School Recess

Observation Report of A Child At Elementary School Recess This observation is of a 10 year old male child during his lunch recess at an elementary school located in the South Bay area. The student participates in a day treatment program for children with emotional/social difficulties. The length of this observation was approximately forty five minutes. For the purpose of confidentiality this student will be referred to as John. In the first section of this observational analysis a brief description of the program which John participates in will be given. This will be followed by an analysis of Johns activities during the observation. Observation The day treatment program John participates in is located on the campus of†¦show more content†¦John disengaged himself from playing with this group as he was distracted by a nearby puddle of water. John jumped over the puddle, and was prompted by the staff not to step in the water. After this warning John jumped over the puddle a few more times before picking up a stick, which he used to poke and investigate the tiny pool. John seemed very interested in this activity, and spent approximately five to eight minutes investigating what he had found before losing interest and returning to the bars. There were more children now playing on the bars then had been earlier, and John seemed to grow inpatient; There were about four children occupying the parallel bars doing various tasks when John approached the bars. John waited for a short time (about 1 to 2 minutes), and then began to yell at a younger student to move so that he could do something. The child did not respond to Johns request to move, and John crossed his arms and began to pout. After another minute or so, John went to the staff saying that the other kids were just sitting on the bars not letting him get on. The staff pro mpted the students that they had to take turns on the bars. 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Job Analysis Probation Officer - 1399 Words

Job Analysis Paper Job Analysis of Probation Officers PSY/435 By XXXXXXXXXXXXX Introduction This paper will give some insight on the functional job analysis for the job of an investigative analyst. It will discuss the ways in which a functional job analysis can be used in an organization. This paper will also evaluate the various performance assessment methods and how they can be useful to the position of an investigative analyst. This paper will conclude with the explanation of various benefits and weaknesses of each of the methods of performance assessment regarding the position of an investigative analyst. Investigative Analyst: Functional Job Analysis Investigative analyst are†¦show more content†¦Functional job evaluation is a technique which is most helpful in gaining the most qualified candidates. This method can also assists various people who are not as well suited for the job or who needs to make improvements in certain areas. The evaluation techniques that are good practices for the companies and workers when a worker is employed by the Ohio Investigative Unit which has investigators who operate in Akron, Athens, Cincinnati, Cleveland, Columbus, and Toledo. The Ohio Investigative Unit is the only state law enforcement in the state of Ohio who is solely dedicated to preventing and detecting illegal use of food stamp benefits. Investigators must work undercover and adept to playing any role that allows them to blend in with the clientele who is under investigation. In Ohio, Investigative unit agents must be certified with the Ohio Peace Officer Training Commission. Agents are required to carry out forty hours of exams and lessons in order to maintain the position they are in. Promotions and rewards are given to those employees who are able to carry out investigative tasks, work under strenuous conditions and who are able to get the information that is asked of them without being detected. 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Research Work Interpretivism and Realism

Question: Write an essay onResearch Methodology. Answer: Introduction: Itcovers essential parts of the research work focusing on the selection and application of specific tools and techniques that are suitable for the study. As data collection becomes the crucial part of a study for evaluation and analysing information that are relevant to the research topic, appropriate methods are applied. In addition, amongst different methodologies available they are selected based on the type of data required and assumed outcomes. Thus, for executing this study, and developing enormous knowledge from the collected data on Polycystic ovarian syndromes seen in adolescents in context of Maldives being the location of choice, has been fulfilled by selecting suitable methodologies. Amongst four types of philosophies, Interpretivism, realism, post-positivism and positivism, post-positivism has been selected to analyse data in logical manner. Selection of post-positivism is also due to its nature of top-bottom approach of evaluating data (Tooze et al. 2010). In addition, it has been selected due to its incorporation of real facts in the study that is analysed in scientific manner. Presence of deductive and inductive approach for research studies require selecting any one of it based on the nature of the research (Thabane et al. 2010). Thus, as this study is based on acquiring existing data without the need of developing new theories, deductive approach has been suitable. Unlike inductive approach, deductive approach does not require analysing observed data for framing theories for the study. On the other hand, descriptive design has been selected to carry out this piece of work due to its positive impact of providing relationship related data amongst research variables and collected data (McGaghie et al. 2010). Research Design: In gaining knowledge on the background of polycystic ovarian syndrome and its occurrence amongst adolescents, research design is the important criteria in progressing with the study. According to Creswell (2013), three distinct types of research designs are available from exploratory to explanatory and descriptive. Based on the type of data required in executing the study, necessary research design is selected by a researcher (Hakim, 2012). In exploratory design, it helps in providing basic knowledge regarding the research topic, which is not in-depth study. It aims to explore the topic rather than following a structured way of providing information. As supported by Brewer et al. (2011), it only gives detailed information on the topic of research and identifies data related to the identified problem but it defines data in very reluctant manner. Thus, to acquire detailed information that is critically analysed for better research outcome, descriptive design has been selected. It not o nly provided detailed information on the topic, but also helped to structure the research study by providing basic concepts on the disease and its impact on adolescents. In addition, statistical information was also acquired due to incorporation of descriptive design. In case of explanatory design, it focuses mainly on explaining the acquired data related to the research topic (Zhang et al. 2010). It also provides relationship information between variables that are linked with the present study. For example, it can provide information based on relationship by explaining the factors related to polycystic ovarian syndrome and the reasons for which it is prevalent amongst adolescents of Maldives. However, both the research designs fail to provide in-depth knowledge from background information on polycystic ovarian syndrome to linking the causes and its incidence amongst adolescents particularly in Maldives. Population and Sampling and sampling technique: In order to conduct a research study, it is necessary to select few participants for deriving necessary information that are required to gain in-depth knowledge on the study topic. Therefore, based on the viewpoints of Elo et al. (2014), population is referred to as the total number of participants agreeing to participate in the study to provide relevant information. As viewpoints of participants form the core to a research work outcome that provides basic experiences is effective part of a research. Thus, in this study, adolescents from Maldives are selected as the population. In addition, adolescents within the age of 15 to 35 years have been selected for the study.Thus, the sample size related to population has been 203 adolescent girls from Maldives between the age group of 15 to 35 years. On the other hand, Roger (2011) criticised that only taking perceptions of patients with a diseased state is not sufficient to develop understanding about the disease or to understand the gaps in medical assistance to the patients. Therefore, respecting this view, few participants were selected being the doctors providing assistance and guidance to adolescent patients of polycystic ovarian syndrome. About 7 doctors from different hospitals such as ADK and IGMH in Maldives were incorporated in the population for the present study. Data were also collected from a hospital in Maldives related to adolescents with polycystic ovarian syndrome within 2 years. The sample size selected for the study has been 203 adolescent girls with the diseased condition, following 7 doctors from the same field. In the assertions made by Peffers et al. (2007), it is understood that sampling technique forms the necessary mechanism through which samples are selected from the population. Sampling technique helps to understand the categories of participants for the study and the information that can be obtained from their viewpoints (Concato et al. 2000). For example, adolescent girls can provide in formation regarding the consequences of polycystic ovarian syndrome based on their experiences and the daily problems faced by them due to the disease following healthcare services given to them. On the other hand, doctors selected through specific sampling technique are helpful to acquire information on interventions for the disease and the support provided to adolescents in Maldives to rescue them from this disease. In addition, strong information related to disease incidence, healthcare services available for them and the problems faced by them while providing treatment to these patients can be acquired. Thus, for selecting adolescents, simple random probability sampling technique has been implemented. However, for sampling doctors from different hospitals, incorporation of non-probability sampling technique has been applied. Research instruments: In assessing the collected data, requirement of specific research instruments forms the basic part of data gathering. As per the comment of Schulz et al. (2010), instrument for collecting data are of different types from questionnaires to surveys, interviews, focus groups based on the type of information required. Thus, for achieving viewpoints of adolescents with the diseased state, questionnaire have been used that comprised of several relevant questions about 23 in numbers based on polycystic ovarian syndrome and their experiences. On the contrary, as doctors are available to provide enhanced information on this subject matter, therefore, they were asked for participating in the interview. Online survey was carried out for the quantitative research, which involves adolescents as participants. However, for qualitative information interview was conducted amongst the 7 doctors. As criticised by Harriss and Atkinson (2013), gathering information not only requires specific instruments, but instruments for data analysis and documentation are also necessary. Thus, implementation of MS Excel and SPSS tool has been used for documenting gathered information from respondents and analysing those data to acquire assumed results respectively. Data collection procedure: Information for carrying out a research work is acquired from either primary sources or secondary sources, based on the requirement. Primary sources allow gaining practical information on the study topic that involves participants (Johnson and Onwuegbuzie, 2004). As suggested by Bernard (2013), secondary sources are helpful for acquiring information from books, journals, news articles, and blogs and websites articles. Thus, in this study application of both the sources has been helpful to arrive at a solution of gaining practical knowledge from participants and in-depth information from secondary sources. Online library has also been incorporated for collecting secondary data. Thus, quantitative technique was applied by framing the questionnaire that was based on PICO format and they have been surveyed. For qualitative technique, interview was the form of data collection from doctors based on few structured questions based on which quantitative questionnaire was framed.Ethical consid erations were maintained while primary data collection was conducted. This comprised of non-application of gathered information for commercial reasons and maintaining accuracy of collected data. In addition, maintaining anonymity of participants identity was followed to avoid ethical issues. Their participation was voluntary and they were not forced for participation. Data analysis procedure: SPSS software has been selected for the purpose of primary data analysis. This has been helpful to obtain numerical data from qualitative approach whereas, through quantitative approach details aspect of data was acquired by linking concepts and theories. As per Maxwell (2012), SPSS software allows to conduct data analysis in the best manner without facing extensive errors that makes the outcome more relevant as assumed. This study involves a mixed approach involving quantitative and qualitative technique of data collection. Research Limitations: The researcher had faced some challenges of restricted time that hindered in analysing larger data within the stipulated time. This became the barrier in achieving quality results that would have been possible if more was available. In addition, bias in reliability of healthcare organisation authorities has been an issue in the study. This reduced scope for the current research study. Data Analysis IntroductionThe study aims to explore the incidence, cause and symptoms of Polycystic Ovarian Syndrome (PCOS) which is one of the common reproductive disorders of Woman in Maldives and across the world. Having identified the lack of research on the same in Maldives, the present study has been designed to bring out a clear picture of this acute syndrome. With the help of a suitable questionnaire, survey sessions have been conducted on adolescents of the age of 15 to 35 who were diagnosed with PCOS. Also, interview sessions were conducted with the doctor of Maldives. According to the data was sorted and analyzed in SPSS, exploratory factor analysis has been carried out to throw some insights on the nature of this acute syndrome in Maldives. Profile of the respondents Data and information were collected in two parts, the first related to the interview sessions which were conducted with the doctors in different hospitals in Maldives while the second part dealt with the primary survey with the questionnaire as the prime instrument.The hospitals were selected at random and face to face interviews were conducted with seven (7) doctors who had experience in dealing with the PCOS. Three questions were asked to each of the doctor's, and the responses were recorded (questions appended at the end). Parallelly, a note was taken on the number of registered cases of PCOS over a period of twenty-four (24) months.Also, a questionnaire was designed to impute the determinants, causes, and symptoms of PCOS. The intended population for this research was adolescents girls of the age of 15 to 35, the questionnaire comprised of 23 questions pinpointed at drawing quality insights at the ground level. The respondents have presented the survey and responses were asked in yes/no (yes coded as 1, and no coded as 2) except for question no 1 and question no 20 where the responses were coded as per convenience. Research Findings The first research question was targeted at assessing the most common age for PCOD. To examine this, question 1 was set up in the questionnaire; the question asked to impute 1 in the box if the age lies between 25-34 years, impute two if the age lies in the range of 18-24 years and impute three if the age is less than 17 years. The data was loaded in SPSS and accordingly a frequency table was formulated to assess the maximum frequency of the age of the respondents. As per the sample, the most common age group for the presence of PCOS is group 1 which comprised of the age group 25-34. The maximum frequency in the observed sample has been found for the first group; this gives the answer to the first research question. The result seems to be similar to what was revealed from the interviews conducted with the doctors. The results show that 130 of the 203 sampled individuals were of the age group 25-34 which is a whopping 64% of the sample. The pictographic representation of the same has been plotted on the bar diagram inTo understand and identify the most common symptoms and the risk factors of PCOD an exploratory factor analysis has been conducted using the data set on SPSS, the outcome of which is presented below. The factors were extracted based on the Eigen value criteria (Eigen value 1), also weak factor loadings that are loadings less than 0.4 were dropped. The correlation matrix was formulated, and the necessary steps have been followed in carrying out the exploratory factor analysis. The Kaiser-Meyer-Olkin Measure of Sampling Adequacy reads the value of 0.742 which gives the clear indication that there are adequate samples to go for the factor analysis. The Bartletts Test reveals a statistically significant value (less than 0.05). The communalities table give us the values of extractions, which tells us about the proportions of variation in each variable that can be explained by the factors. The extraction values are moderately high and have a significant role to play in the factor extraction procedure. We can clearly see that SPSS extracted eight factors or components based on the Eigen value criterion (Eigen value1). These eight factors together explain 59% of the total variance.The scree plot next says that there were eight factors with Eigen value greater than 1 and were extracted, while the rest with Eigen value less than one were not extracted. A total of 7 factors has been extracted based on the factor analysis. The rotated component matrix is used to identify the components of the factors. The matrix says that Q21, Q17, Q19, and Q13 are together, that is, the incidence of obesity in childhood, the presence of diabetes, gestational diabetes, and incidence of depression/ anxiousness go together. Further, the second factor reveals that Q22, Q6, Q8, and Q4 are together, i.e. presence history of Polycystic Ovarian Syndrome in the family, irregular menstrual cycle, excess hair growth, and feeling bloated go along. The third factor reveals that Q20, Q11, and Q7 goes along which implies that whether a person exercises or not, the presence of skin tags (lumps of skin sometimes as large as a raisin) and unsuccessful attempts to conceive (in the past six months or more) go together. The fourth factor incorporates Q12, Q3, and Q23, the i.e. incidence of discoloured skin, and impact of weight gain around the middle and impact of other hormonal diseases go together. The fifth factor comprises of Q15, Q14 and Q18 go along which implies that incidence of uncontrolled craving, feeling tired and weird and, the impact of diabetes in the family go together. The sixth factor reveals that Q2 and Q16 are suitable, i.e. struggling with weight and incidence of 1st-trimester abortion goes along. The seventh and the eighth factor has one component each, the sixth and the seventh factor has a very high factor loading of around 0.9; and the components are taking birth control pills to bring period and presence of acne respectively. Summary The study reveals clearly that the most common age group showing the presence of PCOS is the age group 25-34 years, as revealed from analyzing the frequency table; this fulfills the first research objective. It was possible to draw conclusions about the second and the third research question using factor analysis. The aim is to identify the most common symptoms of PCOD and to determine the risk factors of PCOD. Menstrual irregularities, weight gain, skin darkening; irregular hair growth, acne and obesity are the most common symptoms of PCOD. According to our factor analysis, factor 2, factor 4 and factor 8 encompass these aspects; apart from these symptoms and therefore it can be said that apart from the symptoms described by the doctors is clearly verified by the sample. Increased BMI, sedentary lifestyle, family history, infertility, junk foods and obesity are the risk factors of PCOD as per doctors in Maldives. Factor 1, factor 3 and factor 5 captures these risk factors; and the r esults from the factor analysis go hand in hand with the comments of the doctors.It must be noted that apart from the factors specified by the doctors, there are other factors which affect the incidence of PCOD as revealed by the factor analysis. The ground reality seems more diversified than that told by the Doctors in the interview.