So I did it, I went to my local gym and spa and re-joined. I had my tour and I was about to book my first ‘assessment’ session for the weekend when I seriously grabbed that bull by both horns and said to the delicious young taut, bronzed, blue eyed chap who had guided me through the process “Please let me have my assessment now, I can be back in ten minutes in my lycra all in one, please do it now, don’t let me lose my bottle”. He laughed, probably secretly hoping I was joking about my lycra all in one (as I was) and said he’d have a word with the personal trainers and see if one could fit me in. I urged him to try all he could to cram me in sideways if need be and dashed off to get my gear on.
Other areas of interest for publishing include:
Industrial Automation | Environmental Optimization | Space | Forensics | Logistics
Favorite quote:
"Know what you don't know" (Someone, 2020).
Jessica attended the University of San Diego’s lawyer’s assistant program immediately obtaining her undergraduate degree. She worked as a legal assistant while she pursued her master’s in forensic science. After obtaining her MS. degree she continued to work in the legal field for years till she got involved in the pre-planning business.
She is working on her PhD in forensic psychology at GCU:
Her current PhD focus of analysis is assisting in the process of perfecting our current LIFE EXPECTANCY CALCULATOR to include ELEVATION / LONGITUDE / LATITUDE / POPULATION DENSITY and NUTRITION variables and their relationship to life span and quality of life to produce a dissertation topic that focuses on solutions to the problem. Improving educational skills training can elevate quality of life while raising life expectancy. (Klocko, et al., 2015). A qualitative approach, utilizing both quantitative statistics over time and qualitative population sampling, would best represent all angles of this topic (Stimpson & Walker, 2020).
Reference:
Klocko, B. A., Marshall, S. M., & Davidson, J. F. (2015). Developing practitioner-scholar doctoral candidates as critical writers. Journal of Higher Education Theory and Practice, 15(4), 21-31.
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