Educational Play: Theories, Perspectives, and Proposals

Educational Play: Theory, Programs, & Perspectives Abstract The following play program educational survey and observation details the educator and administrator perspectives on performance outcomes in four Virginia Beach schools. The use of play as an effective educational method is supported by the comprehensive literature review on the topic which discusses the major theories of Piaget, Erikson, and Vygotsky as the foundation for concluding how to best utilize play in the formal elementary education segment. The data provides a look into the primary factors driving play program success as well as hurdles to program effectiveness. Further research is needed to substantiate the solidification of play programs as empirically-supported components of successful education initiatives. Insert Title Page1 Abstract2 Introduction: Literature Review4 Literature Review5 Method8 Participants8 Instruments8 Process9 Issues and Considerations11 Data Analysis12 Results14 Group A16 Group B18 Group C19 Group D21 Discussion: Use and Limitations22 References:25 Appendices:27 Table 1. Total Respondents Breakdown27 Table 2. Survey Race and Gender Demographic Breakdown27 Table 3. Top Suggested Improvements for Play Program Effectiveness27 Appendix 1. The Play Curriculum Teacher Questionnaire28 Introduction: Literature Review In childhood education, the theory of play is of major importance to actualizing learning despite increasing administrator and educator focus on testing scores and performance outcomes. Theorists have posed a number of perspectives that address the importance and role of play in the primary education sector. Hymes (1981) contends that play is a solid foundation for teaching children as well as an insightful tool through which educators can accurately observe and assess student learning. Erikson’s (1950) theory of psychosocial development posits that play in not only helpful, but essential to childhood development. The psychologist states that play creates a safe space in which children can work out their conflicts. The imagination, when allowed to run free, facilitates self-exploration and autonomy. An environment can be deliberately designed to initiate play without personalizing the child’s engagement and interaction, thereby supporting freedom. Piaget (1962) expands play theory from the individual education to social interaction learning and development. Play and imitation become critical elements to learning and adapting to an external environment as the child learns about their world and self within this context. This hands-on involvement allows the child to experiment with symbols and self. According to Vygotsky (1978), play is also pertinent to developing the ability to defer immediate gratification as fantasy play assists the child in adapting to their circumstances and experiences through more mature means. For the purpose of this study, Piaget and Vygotsky’s theories of play will be used o evaluate the use of play in the primary education environment for self and social teaching; this will be achieved through a comprehensive review of current literature in conjunction with a play program survey to connect the theoretical foundation of play theory with the practical application of play in the classroom. Using four primary play programs in the Virginia Beach school district, the author examines play promotion and hindranc e to outline avenues for improving the use of play in the elementary education environment. Literature Review The United States school systems have moved away from the integration of play in primary education despite the extensive theories and research supporting the importance and use of play to childhood education and development. Even recess has been reduced as administrator and educator focus has been forcibly shifted to core education activities and test score outcomes (Stokes-Guinan, 2009; Smith & McKnight, 2009) with 40% of school districts having eliminated – or nearly eliminated – recess altogether (Zygmunt-Fillwalk & Bilello, 2005). However, while less students are receiving play opportunities in their structured school curriculum, this does not negate the wealth of research evidencing the social, emotional, and physical benefits of research and play (Stokes-Guinan, 2009). The U. S. system’s prioritization of student achievement is short-sighted in its scores-focus, failing to comprehend the building blocks that allow for students to build and sustain the capacity for greater individual and social learning success, thus improving academic advantage. Play assists children in navigating the real world through fantasy by empowering decision-making, initiative, rules, consequences, and uncertainty (Annetta, et al. , 2009). Research concludes that play is both imaginative and symbolic (Galvez-Martin, 1997). Bronson (1995) states that play is crucial to human existence and that this need extends into human learning as it is maintained and utilized throughout the individual’s lifespan (Galvez-Martin, 1997). Additionally, play is both an educational experience and a learning process s children engage their internal and external environments. According to Isenberg and Jacob (1982), in play, children learn how to learn. â€Å"When children play, they learn† (Annetta, et al. , 2009, p. 1091). This translates into the idea that, while playing, children are learning new methods, techniques, and skills through incidental ways. Researches often quote Piaget, Erikson, and Vygotsky’s theories of play in which play facilitate s intellectual, psychological, linguistic, and social growth through cognitive and symbolic exploration (Rivera, 2009). Fein (1985) examples the powerful creative component of play; however, the author also upholds play’s vital contribution to the development of language, memory, and problem solving (Galvez-Martin, 1997). A majority of modern education is defined by a rule-oriented realism in which play is, at best, compartmentalized. In 1987, Bergen contended that empowering academic achievement and cognitive capacity required the introduction and encouragement of play, stating that mastery of such skills would result in more sophisticated problem-solving and ingenuity. Play is a realm that fosters more in-depth understanding of environment, interpretation, and response; this definition speaks to the individual play perspective. However, there is also a social sphere wherein groups participate in this same development but through social role-playing and collaboration (Stokes-Guinan, 2009). As toys act as symbols, they can be insightfully used to teach fundamental principles and reinforce factual comprehension (O’Brien, 1993; Galvez-Martin, 1997). In any activity where mastery is the intended goal, play is the means for reaching this destination (Rivera, 2009). A wealth of perspectives on defining play and its impact exist; however, researchers have reached consensus on the integral importance of play in early childhood development and education programs using the theoretical foundations of Piaget (1962) and Vygotsky (1978). Each of the quoted authors cites various researchers, programs, and theorists in the goal of substantiating play as a plausible method for educational outcomes. The largest points of contention concern the definition of play and the exact cognitive connections. For example, Piaget’s (1962) assimilation theory does not necessarily equate to Vgotsky’s (1978) theory of cognitive development (Fox, n. d. ). While these divergences exist, there is little debate concerning the fundamental importance of play as the majority of researchers corroborate the vital need for play as a crucial framework for childhood education. Another point of divergence is the practical application of play in the classroom. The researchers offer a wealth of methods yet fail to construct a best practices model for play program development in elementary education. Furthermore, measuring the outcomes of these programs is a difficult task as it is challenging to isolate variables and validate causation. There are an extensive number of factors engaged in the creation of play programs, including government, administrator, educator, parent, and student influence and involvement. The necessity in research is to move beyond these limitations and reliance on theory, reaching empirically-based evidence for the use of play programs in public and private education forums. This is a difficult task for the academic research community. The theoretical framework for logically grasping the importance and role of play in learning is rooted in qualitative measures of study, exampled by surveys, observations, and other perception analyses. There are ways of comparing educational outcomes using strict tactics of methods separation to delineate the most effective techniques by their correlating outcomes; but again, it is important to highlight that the primary causation remains elusive as each child’s learning style, capacity, and conditioning are uniquely derived and affecting. Therefore, research in this field is likely to continue it trajectory of working from a sound theory context by aligning educational tactics to fit this construct. Method Participants The Virginia Beach School District has a total of seven schools (public and private) who have some form of official play program currently in place. The focus of this study is in detailing the success of implemented programs that have been operating these programs for a minimum of two years. In meeting this criterion, two schools were eliminated as possibilities and another denied an offer of participation through omission of response. Therefore, the survey sample population was reduced to four school groups, two private and two public, who qualified and accepted study inclusion. Prior to receiving the survey, each of the four school groups were contacted and the purpose of the study was discussed with the administration. After receiving agreement to allow their programs to be evaluated for this project, the participating staff received a preliminary email explaining the process and intent of the study which is to gain more in-depth understanding of factors that contribute to and factors that harm play program success. Administrators and educators were encouraged to submit any questions or concerns in response to the email; however, no further clarification was needed. Initial confirmation was received from 29 faculty members; but this number decreased to 27 as the final count of total survey completion upon commencement of the survey process. The sample qualifies as random in that the researcher set the criteria of the study population and both the schools and the staff members then determined participation voluntarily. Instruments The study instruments are two-fold. The first and major source of data collection is the play program questionnaire. The questionnaire includes a number of areas pertinent to further understanding the construct of the play programs, the participant or leaders backgrounds, the makeup of the professional and student body, and the perceived outcomes of the play program implementation. Additionally, respondents were asked to communicate in open-ended question format for a number of items to gain more specific feedback regarding their program achievements and pitfalls. The second arm of analysis is the on-site visitation and observation. Each of the four schools allowed the researcher to sit in on play program class times. This observation relies on the researcher’s perception and evaluation. In preparation for the analysis, an observation format checklist and focal point document was created to guide the researcher. Particular attention was directed at classroom engagement, learning outcomes, student interactivity, faculty attitudes, play duration, and play activities. The observation period additionally acts as an open-ended question response as the researcher aimed to incorporate as much information as possible regarding the design, delivery, and success of these individual programs. During this day period, the researcher optimized any opportunity for individual discussion with faculty members. Given the age of the students, it was determined unnecessary to include them in the evaluation at this time other than observing their perceived connection, response, and learning during the play period. Each program differed greatly; therefore, the researcher, after meeting the written document guide points of consideration, recorded observations freely in an attempt to eliminate preconceived analysis or areas of importance. Process The survey invitations were sent out on the same day; seven days after this, each of the five possible candidate schools were contacted via telephone. During this call, the researcher spoke to the Principle or Program Director. Within three days, four of the five candidates confirmed their commitment to the project, understanding the survey and the observation period framework of the study. The fifth institution was contacted twice more; however, after failing to obtain confirmation, the school was eliminated from participation. The questionnaire was then sent out to a total of 29 potential respondents who were identified by the school administrators as having direct involvement in the play program although in varying degrees. Participants received the survey via email at their school accounts. The questionnaires were then either mailed or emailed to the researcher. Within a ten-day period, 27 questionnaires were received and two administrators reported they were no longer involved significantly in the programs and could not honestly add to the survey. Upon receipt of the results, using the devised coding system, the researcher recorded replies in the research database. The surveys protected anonymity; the only identifying factor was the institution. The purpose of this distinction was for comparison of institutions as well as the difference between private and public school programs. After each of the surveys was properly coded, the observation period was conducted. Unfortunately, given each school’s constraints in procedure, it was impossible to replicate the observation at each of the schools. For example, School A included a four-hour total observation of the play program activities, five brief staff interviews, and a one hour interview session with the Play Program Director. School B’s observation was solely comprised of three hours of direct program observation. Each of the observation periods allowed for total checklist completion; however, the results were undeniably weaker in those periods where the researcher was not able to conduct interviews. After completion of the four observations, the researcher then applied a similar coding structure and documented these results in the study database. Patterns and insights were recorded as well. Interview responses were compartmentalized, coded, and quoted according to the devised system and to the perceived importance of input or reply. Results were then compiled and analyzed as outlined in the data analysis. During this procedure, the researcher identified patterns of similarity and differentiation as well as exacted a number of factors that seemed to have little relevance given the diversity of the results. Issues and Considerations The selection of the survey method is due mainly to ease of use, time constraints, and cost limitations; however, the questionnaire also aligns with study intention in its qualitative efforts of delineating factors of successful play programs. The survey structure also allows for a flexibility in data analysis as the results facilitate multivariate assessment. The standardization of the survey further provides an economy of analysis as the researcher determines the questions, and responses to be asked, recorded, coded, and analyzed. The disadvantages of this method of data collection are primarily linked to the study’s limited capacity for analysis through more scientific and mathematic modes of date correlation. Another consideration is the weakened validity of these results given the reliance on close-ended questions. The greatest area of concern, however, is both the human element of the respondents and the researcher. Reporting accuracy is difficult to ascertain and may be largely dependent upon circumstances, attitudes, and beliefs that have no direct connection to the program or study direction. The primary challenges included properly coding responses and determining study significance. In asserting correlations or points of interest, the researcher is met with questions of causation. The survey results yield useful information regarding play program design, delivery, assessment, and improvement; however, the reliance on qualitative data undermines the validity and generalization of the study. Instead, the study reveals a strong comparison within this small sample population but lacks quantitative empirical support through student performance assessments and comparison to prior to and following play program introduction. Understanding the realistic perimeters of the study is necessary for comprehending the actual and applicable usage of the results. For the participating institutions, the study builds a solid foundation for present and future objectives by taking the temperature of the current program faculty and educator perceptions. This microcosm perspective may be applied to other school districts where researchers seek similar comparison. On the macrocosmic scale, the results are guideposts in play program implementation and suggest future avenues of study in this field. Anonymity did not prove to be an ethical necessity for this study. Participants were willing and open to interdepartmental discussion; 85% of respondents included their names despite the lack of request. Data security was therefore unsubstantiated in this study sample. Despite the limitations of the questionnaire, the method of study aligns with research intent. Acknowledging analysis barriers offers a lens for grasping the integrity of the results as well as in understanding the importance of the human element in any organization initiative. With this clarity of mind, the study reveals useful data for the play program community as a whole. Data Analysis Data analysis is the process of data evaluation in which data is logically and mathematically deconstructed. In this project, the data was collected from the selected sample populations which consisted of both public and private primary education sites. In total, 27 participants committed to the project. Data preparation in this process involved logging the survey results, checking for accuracy, entering the data into the computer system, and developing a document database structure for examining various data measures and outcomes. Along with the survey, the researcher conducted four on-site observation periods, which included discussions with administrators and educators concerning student progress and implication. This data source serves to create a more comprehensive context for data and program comparison. The data collection is fundamentally qualitative. The main body of data collection is the questionnaire, which predominantly contains Likert scale reporting, short answer input, short response, and short answer questions. The first portion of the questionnaire collects demographic data relaying the respondents’ personal and professional history. This data was recorded and analyzed as it correlates with the specific play programs in question and the sample segment as a whole. Teacher age, education, sex, language fluency, race, profession, experience, and subject are outlined in this section and are analyzed for correlations, dependences, and relationships. The compilation of this raw data was used in relation to the Likert scale results to identify underlying trends, similarities, or dissimilarities in the reporting. The classroom portion is additionally intended to assist the researcher in differentiating results and relationships. The Diversity Item grouping allows the respondent to give more detailed observations of the student group and the diversity of the student make-up. This information may prove useful is comparing play program design and outcomes in accordance with student body profiles. Following this section, the questionnaire moves into the specific element breakdowns in the play curriculum. These ratings and measures provided the framework in which all other gathered data was integrated, compartmentalized, and correlated. Finally, the last part of the questionnaire provides space for personal reflection and response in open-ended answer format. The researcher has to use judgment in the identification and evidencing of the significance of these similarities; coded interview process was utilized, but the researcher is paramount in this stage of evaluation given the heavy reliance on personal perception and data interpretation. This questionnaire is a hand-written response format. Therefore, checking for accuracy is necessary part of the data review process. Major concerns are: legibility, complete response, and answer quality. Scale totals and categories will then be established to quantify survey results. In analyzing the data inputs, the researcher uses both descriptive and inferential statistics. Descriptive statistics are employed to directly describe what the data shows whereas inferential statistics aim to intelligently reach conclusions existing outside of this base reading of the data. Univariate analysis is central as single variables will be compared across the section using: distribution and central tendency; dispersion and standard variation will not be used for this study. Simple distribution lists each variable value and the respondent number or percentage. Central tendency includes the three major types of estimates of: mean, median, and mode. Using inferential statistics, the researcher will simply compare different group segments performance outcomes and offer conclusions and recommendations based on these measurements. This discussion will incorporate the administrator and educator responses, in hopes of determining how play programs designs, outcomes, and perspectives can be maximized according to class, teacher, and institution profiles. Results The survey results were successfully collected from 27 respondents in 4 school groups (Table 1). The private school groups are divided into Group A and Group B while the public schools are denoted as Group C and Group D. Group A consists of a total of 6 participants – four educators and two administrators. Group B consists of 9 participants – 6 educators and 3 administrators. In total, the Private School Group (PRSG) is comprised of 10 educators and 5 administrators. Group C consists of 8 participants – 5 educators and 3 administrators while Group D consists of 4 respondents, all of which are educators. In total, the Public School Group (PUSG) is comprised of 12 participants – 9 educators and 3 administrators. Logically, the educator class had greater representation due to the fact that this group is simply larger and responsible for implementing the programs within the schools; however, little information is derived concerning the degree of authority and influence yielded by these different sects. It seems practical that the administration would have a larger affect on bureaucratic measures such as funding while the educator sect is of greater impact on actual student outcomes. It is necessary for future research to examine the weight of these different groups to generate more accurate analysis of the results. Approximately 78% of all survey respondents were female; the 22% (6) male group all fell into the administrative categorization, 50% of which (3) were employed within the public school sector. However, this gender representation does not reflect the entire school faculty community but speaks only of the play program participants. As such, we conclude that play program implementation in this population is female driven. The demographic profile of the groups did not reveal any significant correlations to the data in terms of race in relation to the play program outcomes; however, it is interesting to note that the PRSG was predominantly Caucasian. In Group A, 83% (5) identified as White and one member identified as Hispanic. In Group B, 78% (7) were Caucasian and two respondents were African-American. The PRSG is therefore 80% White. In the PUSG, the racial profile was more diversified. In Group C, 3 (37%) were Caucasian, 3 (37%) were African-American, and 2 (25%) were Hispanic. In Group D, 2 (50%) were Caucasian, 1 (25%) was African-American and 1 (25%) was Asian-American. In total, PUSG is racially divided as: 5 (42%) were Caucasian, 4 (33%) were African-American, 2 (17%) were Hispanic, and 1 (8%) were Asian-American. The total survey race demographic is summarized in Table 2. Analysis did not reveal any significance difference in program outcome report and demographics. Again, the most relevant information is the lack of male representation and the lack of racial differentiation within the play programs, especially within the private school sector. However, further inquiry into each school’s total demographic makeup shows that there is no need for concern regarding play program disparity as the numbers are within range in reference to race. This point is not true when investigating gender. For example, in Groups A, B, and D, the total institutional presence of male educators and administrators was higher than the presence of male participation in the play program; for Group C, the gender split was relatively similar in total. All of the play program respondents taught between the 1st and 3rd grade range. Group B reported the greatest number of years in both the school system and the particular school of study, ranking them as the first in regards to experience and play program delivery duration. Group A’s program has been active for 2 school years. Group B’s program is 5 years old. Group C has 3 years and Group D estimates 4 years, however, the respondents do not have a clearly articulated program and have instead been trying to apply the theories to their lesson plans. The results demonstrate that each school was significantly different than the others in play program approach. The study is limited in that the particular differences are not clearly defined. Therefore, each school will be examined separately prior to making conclusive remarks about the play programs. Group A The play program has been active for two years. The program has a total of 4 educator participants with students ranging between 1st and 3rd grades. The 6 respondents indicated an average program satisfaction score of 6. The educators reported significantly lower ratings regarding the organization’s prioritization of the program and a low (4) average rating of the program’s improvement since inception. The administrators, however, were more highly satisfied, reporting an average rating of 8 for overall program satisfaction and a score of 7 for program prioritization. The educators and administrators were largely in agreement with the clarity of the program’s expectations. The following factors were rated as poor to fair by the educators, suggesting the source causes of this disconnect in program perception: 1) Administrator Involvement, 2) Student Learning, 3) Student Feedback, 4) Student Outcomes, and 5) Curriculum Depth. Therefore, the educator consensus was that the program was of fair benefit to the students but the effectiveness was rated as poor amongst the team. There was some differentiation of opinion amongst the two administrator respondents with one reporting that Program Achievements were excellent and the other rating these as satisfactory; however, the more useful data came from the educators who mirrored each others’ discontent. The three primary obstacle identified by the participants were: 1) funding, 2) time for planning, and 3) administration support. The short answer component revealed that the educator team was dissatisfied by the time and resources allotted to the program, stating that they were unable to successfully integrate their ideas and knowledge due to the lack of administrator support and access to needed resources. The observation period demonstrated that the program was not strongly structured. Instead, the educators loosely integrated periods of play throughout their instruction. The largest observed block of consistent time was 15 minutes and the educator did not have a curriculum guiding the process. Students were allowed to free play under the theme of letters. Some students (2nd grade) took turns acting out letters while others colored pictures and seemed to wander throughout the room. However, after this period was finished, the students did appear better able to focus on their studies. The interviews portion further outlined a division between the administration and the staff. It was evident that clear sides had been drawn although the administration was not aware of the degree of teacher dissatisfaction. Both of the administrators were male. In speaking of the play program, the language used centered on the connecting the program to the school’s overall superiority to the public school system. The educators were more interested specifically in the outcomes of the play program and required assistance with design and delivery of the program. The loosely appointed director of the program had only 3 years experience, most of which was in play program theory; her reported comfort level was a 6. In interview, she stated, â€Å"I don’t really know how to connect play to our curriculum. It is hard to balance my daily duties and research†¦. I really could use some more help. † Group B Group B had the longest running program at 5 years. Survey participants’ responses to the likert scale ratings were consistently close, depicting cohesion in performance, vision, and perception. This group reported the highest years of experience as well as the highest levels of comfort, affect, prioritization, and satisfaction. The program specifically focused on 3rd grade students. In observation, the team was highly structured in their intention and structuring of play activities. For example, one class spent an entire hour and a half period engaged in dramatic theater as part of their study of significant Americans. The teacher had devised a game where each of the students was given a role to play and allowed time to research their role/character as well as to dress in costume. The students were then invited to a party where they acted their parts as they interacted with each other. After this period, the class guessed what each student was acting. On every category, the program was rated in the Good to Excellent range by all participants. The survey showed that 7 of the team members had been involved since the program’s launch and the other 2 had at least one year’s background of active play theory experience in their prior employment institutions. The survey concluded a unanimous report of â€Å"Excellent† across the organizational team on the categories of: 1) Integration with Core Curriculum, 2) Administrator, Teacher, and Student Involvement, 3) Student Engagement, 4) Benefit to Students, 5) Program Outcomes, 6) Usefulness, and 7) Effectiveness. Additionally, the program was rated above an 8 by all participants on the topics of: 1) improvement since program launch, 2) personal involvement with the program, 3) confidence in implementation, and 4) overall experience with the program. The only significant point of dissatisfaction relates to Parent Involvement with 78% of respondents rating this item as poor to satisfactory. This factor was similarly reported as a means of improving the program’s effectiveness. The top three enhancement strategies were (in order of importance): 1) Increased Parent Involvement/Funding, 2) Access to Experts, and 3) Professional Development Courses. The core components of the program were collaboration, innovation, and accountability. Furthermore, seven of the nine participants state that the most significant point for integrating a successful play program is â€Å"Collaboration between the administration and educator team. † This finding is significant especially in comparison to Group A results and observation where this disconnect is having impact on the program’s performance and perceptions. Group C This group was the most diverse in opinion. The average rating for overall experience with the program was a 6; however, the mean rating was a 7. Approximately 60% stated they had clear expectations of the program’s expectations and initiatives; but the remaining three participants had barely any knowledge whatsoever (1 to 3). Similarly, these respondents reported significantly low confidence scores and personal involvement. On the remaining items of the test, the rater spread was such that little data could be meaningfully connected to the scores; instead, there was a wide variety of experience and opinion expressed. When analyzing the minority survey results, a few arguable consistencies were traced. The first was a general agreement that funding was the primary hurdle to the play program; additionally, these teachers tended to remark that the administration was disconnected from the student’s needs and more concerned with test scores and other performance outcome measures. The Caucasian teachers had a different perspective on the underlying problems facing program improvement; all 3 stated that a lack of parent involvement was a major disruption to program progress. The most interesting aspect of this group’s outcome was the prevalence of general agreement on the total benefit to students that held both an average and mean rating of Excellent. The three participants who reported a lack of confidence did not fail to see the benefit provided to the students. During observation, it became clear that the program participants took relaxed approach and the students were moderately to highly engaged in the activities. The student’s appeared to be â€Å"having fun;† the issue of consideration is the degree to which learning is measurably promoted in this relaxed environment. The average overall rating of 6 was connected to ratings of poor to fair in the categories of Program Design, Play Time Allotment, and Curriculum Depth. During interview, one administrator stated, â€Å"The play program allows the opportunity for the students to interact with one another and build learning relationships. † The phrase â€Å"learning relationships† was echoed in both the observation and the survey. When asked to define this concept, one educator summarized, â€Å"The learning relationship creates a social bonding experience for the earner and the educator; the students and the staff become more comfortable sharing through learning. † Another educator exampled this concept, stating that â€Å"her kids†¦openly discuss their challenges and interest† which leads to â€Å"group problem-solving† and â€Å"strong social support in the classroom. † Group D Group D is characterized by the small size of the play program team. The fo ur members, all educators, estimated four years total program implementation and generally remarked that the had been working together to integrate the theories and suggestions into their lesson plans. The lack of administrator involvement, according to the team, did not hinder their performance outcomes. Instead, the participants were strongly aligned in their survey responses. This cohesion advantaged the team. The members worked collaboratively to select and design play activities. These were then modified to fit instructor needs. The teacher’s kept journals tracking their personal observations of the effectiveness of specific activities, even using student feedback (voting) to rate the most enjoyed activities. The teachers also employed learning outcome quizzes to determine the degree of learning retention. Over the four-year period, the teachers concluded that their learning outcomes had improved by 70%, suggesting that these improvements were due to increased experience and understanding in how to effectively use play as a consistent component of a learning environment. The three key point for play program success were noted as: 1) Group Cohesion, 2) Preparation, and 3) Educator Autonomy. The teachers also supplied previous grades and reports as evidence that student performance and involvement had improved since the program’s launch. The observation period revealed that the consistency of the group was integral to determining how to best evolve the program. The teachers also reported experimenting with teacher switch and student led activities as means for spurring interest. The team also used activity split tactics to determine the best approach. In doing so, the group would decide on an activity and possible delivery methods and engagement techniques, selecting the believed best means of teaching from this pool. Two of the educators would represent the first approach and the remaining two would follow the second; there experience and data would then be shared. This team was highly organized. The administration had little input regarding the program design or operation; instead, the school’s principal commented during interview that the teachers were of the highest caliber and that both parents and students where in complete agreement. The teacher’s largest statement of need was funding. They all stated that they could enhance the program and outcomes with revenue backing and expressed a desire to bring it to a school-wide and even district-wide level after they had conclusive evidence of an effective standard program that could work with their curriculum. Discussion: Use and Limitations The survey and observation results help guide play program participants in establishing and monitoring their programs. Each of the four groups studied showed promising educational outcomes; the majority of the discrepancy in reporting is due to individual perceptions regarding how to best oversee the program’s facilitation. The survey results did not yield any conclusive data regarding play program or theory as a whole. Instead, the study in totality exposed some of the trials of program implementations and sustainability. The most significant factors in program success are cohesion, preparation, administrative support, and planned activities. This level of integration is supported in survey consensus and observation reporting. Additionally, each of the studied institutions found their program specific results to be helpful and plan on utilizing the data to drive program changes and generate support. The study is limited in its scope and validity. Likert scaling is built on a bipolar scaling method, based on a range of positive and negative responses. In using this method, the respondents must characterize the variable in question as the questionnaire does not allow for neutral responses. Additionally, the use of a ratings model creates a more broad range of clarification. However, the inherent problems of both methods are in their reliance on the respondents’ perceptions that may be affected by bias, mood, and other external factors that are inappropriate indicators of the play programs’ actual performance. Unfortunately, this ordinal data ystem combines intensity scaled questions, ranking systems, and open-ended questions. Survey reliability is difficult to measure given the sample size and the individual involvement in the development and implementation of the play program. Survey validity is arguably strong given the internal validity achieved in measuring both the educator and administrator participants in each programs’ team. However, external validity is limited. Instead, the results can be used to illu minate play program design challenges and potentialities. The results should also be evaluated from the perspective of construct validity, criterion validity, and predictive validity if the desire is to expand the survey beyond this initial pilot play program measurement approach. This is impractical at this stage of research. Achieving a higher response rate can strengthen reliability. The advantages of the survey include versatility and simplicity. Standard survey challenges of disbursement and collection are overridden by the scale and size of the sample population as well as by the predetermined commitment. As previously stated, the size and specificity of the sample population renders the results not generalizable to the greater population; however, this does not negate the importance of the survey as a contribution to the field of education. The data analysis reveals the following within the sample population: core components of successful play programs, potential diversity impacts on play programs and outcomes, avenues for program improvement, and overall play program satisfaction. Causation remains a hurdle; however, the study does reveal useful data to help guide schools in play program implementation. None of programs surveyed integrated technology into their programs. This may be a necessary direction to pursue considering the changing climate of the educational landscape. There is a strong need for more comprehensive research on this topic to better support future generations of educators in addressing student body learning needs. References: Annetta, L. , Mangrum, J. , Holmes, S. , Collazo, K. , & Cheng, M. (2009). Bridging Realty to Virtual Reality: Investigating gender effect and student engagement on learning through video game play in an elementary school classroom. International Journal of Science Education, 31(8), 1091-1113. doi:10. 1080/09500690801968656 Bergen, D. (1987). Play as a medium for learning and development: A handbook of theory and practice. Portsmouth, NH: Heinemann. Fox, J. (n. d. ). Back-to-basics: Play in early childhood. In Early Childhood News. Retrieved from http://www. earlychildhoodnews. com/ Galvez-Martin, M. E. (1997, November 20). How to teach social studies with toys. In The Ohio State University. Hymes, J. L. (1981). Teaching children under six. Columbus, OH: Merrill. Erikson, E. H. (1950). Childhood and psychology. New York, NY: Norton. Piaget, J. (1962). Play, dreams, and imitation in childhood. New York, NY: Norton. Rivera, M. (2009). The Powerful Effect of Play in a Child's Education. Education Digest: Essential Readings Condensed for Quick Review, 75(2), 50-52. Retrieved from EBSCOhost. Smith, K. , & McKnight, K. S. (2009). Remembering to Laugh and Explore: Improvisational Activities for Literacy Teaching in Urban Classrooms. International Journal of Education & the Arts, 10(12), Retrieved from EBSCOhost. Stokes-Guinan, K. (2009, October). Child's play: Why increasing opportunities to play and be active may improve students' academic and physical outcomes. In Gardner Center. Retrieved from gardnercenter. stanford. edu/docs/Lit-Review_PlayWorks_091027. pdf Vygotsky, L. (1978). Mind and society: The development of higher educational processes (14thth ed. ). Cambridge, MA: Harvard University Press. Zygmunt-Fillwalk, E. , & Bilello, T. E. (2005). Parents' victory in reclaiming recess for their children. Childhood Education (Fall), 19-23. Appendices: Table 1. Total Respondents Breakdown |GROUP |Educator # |Administrator # |Total | |A |4 (67%) |2 (33%) |6 | |B |6 (67%) |3 (33%) |9 | |Private |10 (67%) |5 (33%) |15 | C |5 (63%) |3 (37%) |8 | |D |4 (100%) |0 |4 | |Public |9 (75%) |3 (25%) |12 | |TOTAL |19 (70%) |8 (30%) |27 | Table 2. Survey Race and Gender Demographic Breakdown |Group |White |Black |Hispanic |Asian |Male |Female | |PUSG |5 |4 |2 |1 |3 |9 | |Total |17 (63%) |6 (22%) |3 (11%) |1 (4%) |6 (22%) |21 (78%) | Table 3. Top Suggested Improvements for Play Program Effectiveness Top 5 Suggested Improvements for Play Program Effectiveness | |Reported Item: |Reported PRSG Percentage: |Reported PSUG Percentage: | |â€Å"Cohesion/Collaboration† |87% |58% | |â€Å"Administrative Support† |73% |58% | |â€Å"Preparation† |53% |75% | |â€Å"Activities Planning† |47% |66% | |â€Å"Parent Involvement† |47% |50% | Appendix 1. The Play Curriculum Teacher Questionnaire About the Questionnaire The purpose of this questionnaire is to examine the theoretical and practical importance of play in the education environment and curriculum. You have been selected to participate due to your employment in an educational organizational that currently promotes and integrates play integration. Your feedback and observations are essential to determining the present efficacy of play in a primary educational atmosphere. Thank you in advance for your honest contribution. We ask that you answer each question to the best of your ability. Any additional comments, perceptions, or information can be sent back along with the completed questionnaire; however, please refrain form attaching these resources to the actual questionnaire. We assure you that all data and input will be reviewed. Anonymity For the purpose of these results, all administrator and educator names will be protected to safeguard students, school programs, and respondents. School and Professional Background: 1. Name of School: 2. Position at School: 3. Age:years old 4. Educational Background: Last level of Education Completed: Degree Received: 5. Sex: Male or Female (circle one) 6. Languages Spoken (list primary first): 7. Race/Ethnicity: 8. How long have you been working at this particular school? ______ days/months/years Within the education system? _______days/months/years 9. If you are an educator, what subjects do you teach? 10. What grade levels do you teach? 11. If you are an administrator, what are your primary functions within the school? Classroom Profile 1. Number of students total: 2. Gender ratio (Male:Female): ____:____ 3. Age range of students: _____years old to _____years old 4. Number of special education students: Classroom Diversity Assessment: DIVERSITY ITEM Very Somewhat Neutral Little None Racial |( |( |( |( |( | |Gender |( |( |( |( |( | |Learning Abilities |( |( |( |( |( | |Learning Styles |( |( |( |( |( | |Socioeconomic Backgrounds |( |( |( |( |( | Play Curriculum Assessment 1. How long has your institution been formally integrating play into the curriculum? ______days/months/years 2. How much experience do you personally have with implementing and evaluating play program outcomes? ______days/months/years 3. Please rate your Play Theory knowledge on a scale of 1 to 10 (1 minimal, 10 great): 4. Please rate your Play comfort (1 to 10): 5. Rate your satisfaction with your organization’s play program as is (1 to 10): 6. Rate your satisfaction with your organization’s play program progress since inception (1 to 10): 7. How much time per day is devoted to the play program? 8. Time per week? 9. What are the number of staff involved in the Play Program: 10. Rate the organization’s prioritization of the program (1 to 10): 11. Rate your performance in relation to the program (1 to 10): 12. Rate your improvement since the program launched (1 to 10): 13. Rate your ability to comprehend program expectations and initiatives (1 to 10): 14. Rate your personal involvement with the program (1 to 10): 15. Rate your confidence in implementing the program within your class (1 to 10): 16. Rate your overall experience with the program (1 being poor and 10 being excellent): Please rate the following items within the context of your organization’s play program. Insert Heading if Required |Poor |Fair |Satisfactory |Good |Excellent | |1. Program Design |( |( |( |( |( | |2. Play Time Allotment |( |( |( |( |( | |3. Integration w/ Core Curriculum |( |( |( |( |( | |4. Aministrator Involvement |( |( |( |( |( | |5. Administrator Feedback |( |( |( |( |( | |Teacher Involvement |( |( |( |( |( | |Teacher Feedback |( |( |( |( |( | |Program Monitoring |( |( |( |( |( | |Student Learning |( |( |( |( |( | Student Improvement |( |( |( |( |( | |Student Engagement |( |( |( |( |( | |Student Feedback |( |( |( |( |( | |Student Outcomes |( |( |( |( |( | |Parent Involvement |( |( |( |( |( | |Parent Feedback ( |( |( |( |( | |Curriculum Engagement |( |( |( |( |( | |Curriculum Depth |( |( |( |( |( | |Participants Cohesion |( |( |( |( |( | | | | | | | | OVERALL PROGRAM ASSESSMENT: |1. Benefit to Students |( |( |( |( |( | |2. Program Implementation |( |( |( |( |( | |3. Play Time |( |( |( |( |( | |4. Program Achievements |( |( |( |( |( | |5. Program Outcomes |( |( |( |( |( | |Usefulness |( |( |( |( |( | |Effectiveness |( |( |( |( |( | Please briefly delineate the core components of your program: Please briefly identify major obstacles (i. e. administrative support, funding, etc. ): Please briefly comment on your observations regarding student participation and benefit: Please briefly explain your conclusions regarding the effectiveness of your organization’s play program: Offer 5 suggested improvements or changes that would make the play program more effective: 1. 2. 3. 4. 5. List three key points for successfully integrating a play program: 1. 2. 3. Please use the below space to include any additional comments you feel necessary to provide a comprehensive and accurate understanding of play programs integration and implementation:

Marketing 4p assigment Essay

INTRODUCTION 1. 0 BACKGROUND OF THE ORGANIZATIONS: Backed by more than 20 years of experience in Japan, Sushi Zanmai possesses extensive expertise for raw materials selection. Base on the nature of Business is classified as Food & Beverage industry. The purpose of their business is serves the best food and services to each customers. Genuine ingredients coupled with original recipes and original taste, they provide more than 100 assortments of sushi and 100 varieties of cooked food that are authentically Japanese. They now have 10 outlets in Malaysia which is at Sunway Pramid, One Utama, Garden Mall, Low Yat Plaza, Paradigm Mall, Fahrenheit 88 and 1 Month Kiara. They have their own wedsite for customers more easily to find out the most nearby location and know what is new on that month. The main selling product is sushi other that they also have sell noodles, rice set, desserts, and beverages. That sushi of colour plate starts from RM1. 80. 2. 0 THE PRODUCT OF SUSHI ZANMAI Sushi Zanmai is originated from Japan. They are offering the combination of tangible goods and services in their business. They provide traditional Japanese foods and services on their business. They business are on direct sell foods to customers. They have serves appetiser which the Japanese meal begins with a visual feast of chilled and warm appetisers, like: Salmon roe Japanese omelette Potato Mayonnaise Sushi Zanmai created own specialties featuring the freshest, handpicked ingredients provide a fresh, contemporary spin on much-loved favourites, exquisitely tailored to suit local taste preferences such as, Sanshoku Hana Salmon Caterpillar Roll Wasabillar Roll The traditional entree consists of expertly-sliced raw fish, shellfish or mollusks, complemented perfectly by the combination of wasabi and soy sauce, and often accompanied by pickled ginger, example Salmon sashimi Toro sashimi Maguro sashimi According to survey, most of the female prefer sushi salad that the reason Sushi Zanmai products include various types of Salad to let customers choose too. As you can see the three popular salad dishes are Sashimi Salad Salmon Salad Kaiso to Tofu Salad Rolled sushi in Japanese language is pronounces maki. It usually comprises of seafood which may or may not be raw, vinegared rice and paper-thin seaweed. For example, Salmon Maki Soft Shell Crab Maki Natto Maki Follow that, they do have Temaki. The â€Å"te† in Temaki means hand is Japanese language. The Temaki sushi is two- fold. It not only refers to a hand roll that is made entirely with the hand, without the traditional bamboo mat. The cone-shaped Temaki sushi is ofeten prepared as an appetizer. Soft Shell crab Temaki Ikura Temaki Unagi Temaki Other than that, noodles are also usually customers will order it. They have provide three types of noodles one is soba which is made from wheat flour, Udon made from wheat flour, Ramen made from Chinese wheat flour and served with a wide range of soup stocks such as soy-sauce base and salt base. Sansai Udon Niku Ramen Kakaiage soba Donburi a dishes consist of a deep bowl of rice topped off with chicken, beef or seafood cooked in a variety of styles and sauces. They have, Curry Rice Unadon Ebidon In beverages, they served many types of drinks like Green Tea, Calpis Smoothies, fine Japanese Sake, Soft Drinks, Japanese Plum Wine and others. Green Tea (unlimited refill) Ichigo Smoothies Choya Extreme A dessert to end the meals. It have multiple choice as well as, Macha & Macha Parfait Itachoco Monaka Stawberry Parfait For the level of the product and services, Sushi Zanmai is selling the product which is categories in actual product. They have their own brand name, design, packaging that deliver the core benefit to customers. They are selling high quality level product that most of the ingredients are import from Japan such as Salmon, tuna, sea bream, Eel and etc. Besides, Sushi Zanmai are selling the shopping product goods which is one of the important consumer goods in market. There have few reason because of Sushi Zanmai’s product is belong to shopping product. Sushi Zanmai of products is consumers purchase and consume on a less frequent schedule compared to convenience products. Normally, they opened their business inside the shopping mall and which is high class and crowded shopping mall. They will do more selective when choosing distribution outlets to sell their products. However, customers are willing to spend more time locating their products since they are relatively more expensive than convenience products and because these may process additional psychological benefits for the purchaser, such as raising customers status level within their social group. 3. 0 THE PRICING STRATEGY THAT USED BY SUSHI ZANMAI Sushi Zanmai has successfully follows the price skimming strategy when setting the price of its products. The price skimming strategy allows Sushi Zanmai to charge a price that is above the competition, but also promote frequent sales to lower the price below them. Different groups of customers are willing to pay different prices for the same product. Sushi Zanmai can sell â€Å"The Extreme† to the customers who will pay the higher price to be the first to buy and also to the bargain hunters. Finally, this strategy will emphasize the product and service quality. Sushi Zanmai sets a high initial price for its products to send a signal to customers that its products are quality and the service is excellent. Next, Sushi Zanmai also using price line and price bundle as the pricing strategies. Product Line Pricing They have selling same product of food but different categories. Every guest has different taste and love different type of cruise that the reason Sushi Zanmai has to classify as well. Certainly, different materiel of food sure is different price charging. For example: Sushi Name Ingredients Price Inari Sakura Shiitake & fish floss RM3. 80 Kaki Fry Roll Friend oyster sushi roll topped with mayonnaise RM9. 80 Dragon Roll Fried prawn sushi roll topped with avocado RM12. 80 Rice Name Ingredients Price Ebidon Deep fried prawn with egg on rice RM8. 80 Chiken Katsu Curry Chicken cutlet and rice with curry sauce RM10. 80 Unadon Roasted eel on rice RM15. 80 Noodles Name Ingredients Price Tsukimi Udon or ramen noddles with egg RM6. 80 Sansai Udon or soba noodle with vegetables RM8. 80 Curry Udon or ramen noodle with chicken curry RM10. 80 Product Bundle Pricing Sushi Zanmai has offering set promotion to attract more guests to purchase their products. Set promotion is type of bundle strategy. It can let guests feel the price is lower or cheaper but just have in certain and limited lime for it, like: Chicken Keraage Don and ice lemon tea for only RM7. 90 As manager will be considered in a few points when setting the bundle pricing strategy: Customer demands, sort out which is the product of the guests prefer or like it. Customers always pursue cheaper price, Target profit; make sure will reach the target. 4. 0 PLACE OF SUSHI ZANMAI Location is very important to those in Food and Beverage industry, as the product they sell is shopping product, the customers should not be able to take far complications to reach their shop. Normally, Sushi Zanmai chooses to open their new outlet inside the shopping mall that those people visit regularly. Below as those outlets of Sushi Zanmai in Malaysia : †¢SUSHI ZANMAI, SUNWAY PIRAMID †¢SUSHI ZANMAI, LOW YAT PLAZA †¢SUSHI ZANMAI, 1 UTAMA †¢SUSHI ZANMAI, THE GARDENS MALL †¢SUSHI ZANMAI, FAHRENHEIT 88 †¢SUSHI ZANMAI, 1 M ONT’KIARA †¢SUSHI ZANMAI, PARADIGM MALL One of the outlets of Sushi Zanmai in K. L Distribution Sushi Zanmai’s distribution channel is a direct channel as they are selling their product directly to the customers. Their distribution channel is considered as a direct channel, and it is the best suitable method to do for selling sushi, udon and beverage to the customers. As Sushi Zanmai are being in food and beverage industry, the best way to serve their customers is by serving them nicely and directly. The shopkeepers who are preparing meal in front of the customers 5. 0 PROMOTION OF SUSHI ZANMAI Sushi Zanmai are using promotion methods which are Advertising and Sales Promotion. For advertising promotion purpose, they have created a web page over the internet that those people could get the information which about them with visiting their web page. Other than that, for the reasons of nowadays most of the people are having an account on facebook, so that they have created a facebook web page to be distributed among the facebook page. The facebook users or customers might do a feedback or recommendations that about them through their facebook page. Web page of Sushi Zanmai Sales promotional sets will be made to promote their products to let the customers try and enjoy their product and to create strong customer relationships by promoting personally and friendly service. Their popular promotional methods are: Have 50 % discounts for only these 4 types of items. The duration of this promotion is just for one week. Sushi Zanmai have did the promotion that shown as above. The customers will get a Chicken Karaage Don for only RM 6. 80 after finish the steps that set by them. Free RM 20 Sushi Zanmai voucher for those customers whom spend RM100 or above in any of their outlets. The duration for this voucher is just for one month. 6. 0 Improvements in 4p’strategies of Sushi Zanmai Product Sushi Zanmai should activate the strategy of product development and come up with new products from time to time as it is important to maintain the preference of the customers with the new developed products. For example, the organization can come up with new type of rice and new sushi flavour or developing new menu items in single orders such as Udon and etc. Place Shopping mall actually is a not bad idea for open a restaurant but also need to careful about the visibility. A restaurant that is located on a crowded place has high visibility. Conversely, a restaurant nestled on a not crowded place will always battle a disadvantage simply based on its location. Pricing Sushi Zanmai should be try not setting too higher price to attract more other guests purchase your product and also can earn more profit. Promotion Sushi Zanmai can also be improved by creating more value sets that prompts the customers to try out the new products made for specific period as a special promotion during particular season such as Valentine’ Day and Merry Christmas or holiday season value sets for example Advertising on TV Sushi Zanmai shoud has advertising on TV. Television is the most powerful advertising medium available. The largest corporations around the world use it to build their brands, bring customers, add credibility, and grow their businesses. Delivery Services Add delivery services. It can help a company gaining popularity and becoming more available. 7. 0 Conclusion In conclusion, i would like conclude by listing the 4p’strategies that regarding of is price, place, promotion and product. They are offering the combination of tangible goods and services in their business. In setting pricing the Sushi Zanmai is using price skimming for their products. For the place and distribution, The Sushi Zanmai is use direct as their channel. Moreover, the Therefore, Sushi Zanmai should improve its product quality and take considered action in order to improve the sales as expected.

Mass media not only gives the latest news and trends Essay

Over decades, mass media has been used to propagate information to the target audience. It has been a powerful tool that has been used by different people to express their interests on their audience. However, it comes with both positive and negative effects to the society depending on the channel used. Sometimes, channels are not sensitive on the kind of audience thus arousing fear, controversy, violence, or other emotions associated with the message being conveyed. Many experts have conducted research on the effects of mass media on the youth (Guarino & Carter, 2013). Their findings indicate that mass media has a positive effect on the young people due to its educative nature. However, they advise that the youth should be exposed to information that is in synch with their development phase. All the media sources enhance knowledge through provision of information. For instance, news increases self-awareness by updating the audience about the daily events happening in the society. This develops concern about social issues within the population segment, which is most productive. Mass media not only gives the latest news and trends, but also contributes to the enhancement of vocabularies and command of language. Young & Launer (2011) explain that advancement of general knowledge leads to the rise of a youthful population that is able to express their views with appropriate language that alleviates conflicts and controversies as a result of misunderstandings. The print media is vital for the development of a reading culture in the society. The habits ensure that the youth are well informed on the social trends and other aspects that are vital for socio-economic growth in the whole social matrix (Bacal, 2013). Studies indicate that the methods used to deliver information influences the cognitive processing capacity of the audience. Moreover, the methods improve the learning progress of the youth since their brains are at their optimum learning phase. Axon (2011) states that significant knowledge gains have been witnessed when the participants are exposed to current affairs, social issues, and other forms of information based on varying contexts. Due to the broad range of information being propagated, mass media overwhelms us with tons of information. The nature and amount of information increases the brain’s capacity to gain more knowledge. So, mass media creates an avenue that stimulates the need for exploration and curiosity, which are essential for effective development of the brain (Donohue, 2011). In addition, mass media develops the reflective segment of the brain that processes the factual, objective, and analytic elements, which influence response to varying situations. The development of this segment leads the person to have rational thoughts: they are the ones that determine the formulation of response depending on the situation. Therefore, the youth who are conversant with the dynamics of mass media develop a balance between the real world and the environment created by media activities. The efficiency of knowledge acquisition and retain ability depends on the ability of the mind to access long sequences of information and putting it together in order to establish relationships. Wilson (2011) explains that our culture is dominated by activities which improve declarative memory if well utilized. Therefore, mass media is a major contributor to the development of various segments of the brain, which is an advantageous effect on the young population since they are a part of the target audience. In his article, Debatin (2013) further explains that mass media has profound effects on the modern culture. The availability of constant information influences the social behavior of the youthful population due to the nature of messages being propagated. They not only promote the intended interests, but also stimulate attitudes, moods, and other forms of emotions that define social behavior. Therefore, mass media influences the transformation of the social and cultural values of the general audience. The influential nature of media contributes to positive development of thoughts and behavioral patterns of the youth. The media has contributed to positive transformation of the way people think. In reference to Gentile (2011), cultivation of good behavioral patterns strengthens the social bonds in the community. It also creates a young population that is able to work and live together as a way of developing the country. The advent of media technologies that enable propagation of information to all population segments has led to effective social control. Through media, announcements, advertisements, and messages that require the audience to follow some form of instruction is possible. This has been made successful by the strong link that exists between the youth and mass media (Gunther, 2013). Its positive effect has created an audience that is obedient and flexible to the changes occurring in the society. In addition, the media influences the health status among the youth by providing educative programs about physical fitness and diet. The programs can be used to influence the lifestyle of the young people by offering nutritional recommendations that promote a healthy lifestyle. Statistics indicate that commercials that encourage healthy eating take fourteen percent of the time spent by the youth in mass media platforms (Moran, 2013). Since the young people make up the most active population segment, many companies target them. Products such as alcohol and cigarettes are mostly consumed by the young people. The mass media can be used to influence their consumption behavior through passive advertisements, which discourage their use. Therefore, the mass media can be used as a positive influence on the social behavior of the target population (Sterin, 2011). Oliver & Jinhee (2012) explain that one of the positive media effects is the enhancement of interpersonal relationships and communication. They further elaborate that the interpersonal relationships developed influence the complex social dynamics. This is because the messages propagated affect the social institutions depending on their context as a major deciding factor on the choice of their response. Therefore, the efficient delivery of information to the target audience is a fundamental factor for determining effective interactions in the society. Porfilio, Car, & Miranda (2011) state that media activities change peoples’ perspective on various issues that affect society. These activities cultivate positive perceptions on the modern youth over time due to continuous exposure to mass media. Although the creation of perceptions is a complex process, it shapes the methods, which the audience approaches social challenges resulting to the development of better social norms. Therefore, the role of mass media in manipulating perceptions within the social context comes with positive consequences on the young population. In conclusion, the amount of benefits derived from mass media depends on how its capacities are utilized. Its influential nature can be used to create social trends that promote better lifestyle, which is an essential factor for optimizing human capital. In addition, it has made the world a global village where information reaches its target audience within a short time irrespective of their locations. This availability of information is vital for expanding the information processing capabilities of the modern young population. It also expands the knowledge base and command of various issues of concern in the society. At the same time, it creates self-awareness and a sense of responsibility among the young population. Therefore, the mass media has positive effects on the population segment under consideration. References Axon, D. (2011). Effects of Mass media on the Society. Retrieved April 30, 2013, from American Communication Journal: http://services. trueserials. com Bacal, R. (2013). Mass Media and the Effects on Society. Retrieved April 30, 2013, from Presse Radio: http://www. presseradiotv. com Debatin, B. (2013). Media Ethics in a Fast Changing Media Environment. Retrieved April 30, 2013, from Journal of Mass Media Ethics: http://www. tandfonline. com Donohue, T. (2011). Mass Media Flow and Differential Growth in Knowledge. Retrieved April 30, 2013, from Public Opinion Quarterly: http://poq. oxfordjournals. org Gentile, W. (2011). Impact of media use on children and youth. Retrieved April 30, 2013, from National Institutes of Health: http://www. ncbi. nlm. nih. gov Guarino, M. , & Carter, B. (2013). The rise of new media and Internet power schemes: An impact study of social media rise. Retrieved April 30, 2013, from Academia. edu: http://www. academia. edu Gunther, A. (2013). The Persuasive Press Inference: Effects of Mass Media on Perceived Public Opinion. Retrieved April 30, 2013, from Communication Research: http://crx. sagepub. com Jacobs, R. (2012). Race, Media, and the Crisis of Civil Society. Retrieved April 30, 2013, from http://www. diesel-ebooks. com Moran, M. (2013). Understanding the Global TV Format. Retrieved April 30, 2013, from http://www. diesel-ebooks. com Oliver, M. , & Jinhee, B. (2012). Exploring Implications of Perceived Media Reinforcement on Third-Person Perceptions. Retrieved April 30, 2013, from Communication Research: http://crx. sagepub. com Porfilio, B. , Car, P. , & Miranda, M. (2011). Youth culture, the mass media, and democracy. Retrieved April 30, 2013, from Academic Exchange Quarterly: http://rapidintellect. com Sterin, C. (2011). Mass Media Revolution [Kindle Edition]. Retrieved April 30, 2013, from http://www. amazon. com Swanberg, A. (2013). The CNN effect: can the news media drive social trends. Retrieved April 30, 2013, from CNN: http://www. cnn. com Wilson, B. (2011). The Anatomy of Mass Media. Retrieved April 30, 2013, from Journal of Media Psychology: http://services. trueserials. com Young, M. , & Launer, M. (2011). The Impact of New Media on Traditional Mainstream Mass Media. Retrieved April 30, 2013, from BBC: http://www. bbc. co. uk

Journal Paper 3 Essay Example | Topics and Well Written Essays - 500 words

Journal Paper 3 - Essay Example Enlightenmentwas actually derived from French Revolution in 1789, and then it spread all over Europe, dominating the mindsets. The leaders of Enlightenment were Montesquieu, Jean Jacques Rousseau, all great leaders of that time, who were motivated by the French Revolution, thuswas the revolutionary spirit, new theories, and the social and political principles of France, that were established upon it. Then the social and political freedom after the end of monarchy, signalized a new era, for people in Europe, starting from France had found a new way of conceiving things and issues, an era of rationalism or enlightened minds. Yet, the revolution was political, and so were the motives, and the dominating political power at that time, used actually spirit, and the way of thinking, to impose its own power and control over people. For example the use of religion, and taking advantage from Christian belief, had imposed a sort of spiritual power and domination over people of Europe, which was actually derived from political power. And this was lasting, as long as people were oppressed by monarchy. And this oppression has lasted. Nowadays, not only theuse of guns, such as in French Revolution, but spiritual overpower and domination is a force to be reckoned with. Idea is another means of exploitation and subjugation. In fact, historical evolution in terms of society and financial development has contributed to this changing of attitude towards older beliefs and principle.People really wanted a social and political change, but this went through ideological and mental change of attitudes towards some theories, do gmas and beliefs. All this became a matter of social evolution, but as Marx said, â€Å"Society defines conscience†, and this has been proven right to an extent. Immanuel Kent describes enlightenment to be the â€Å"freedom to use one’s own intelligence†. If it is believed that ideologies

Differences between internal and external audit Essay

Differences between internal and external audit - Essay Example Differences between internal and external audit Internal and external audit differs in terms of objectives, scope, level of independence of the auditor, and methodology. Objectives The internal auditor’s objective is to ensure that sound risk management and control systems are in place to prevent errors and fraud from occurring. The external auditor’s objective on the other hand is to ensure that the accounts show a true and fair view. Therefore the necessary tests should be carried out to ensure that the financial statements can be relied upon to give a true and fair view. Scope of Work The scope of the internal auditors work is dependent on the management and directors of the organization. It is normal that less emphasis is placed on materiality considerations. The scope of the external auditor’s role is laid down in the state. Their primary concern is to ensure that the financial statements are free from material misstatements. Independence The internal audito r’s is employed by the organisation and the internal audit function is determined by management. ... University The internal audit at a University would report to the University Council through the Audit Committee on the systems of governance, internal control, value for money and the extent to which strategic initiatives that have been undertaken at the University are achieving their goals. The scope of the internal auditors work is wide as it covers non financial areas within the University. It consists of multiple audits in any one year and involves a range of areas in the University’s operations. Internal audit is would be part of the internal control system of the organization. The internal auditor would be required to prepare a risk based plan annually. The work will be performed on the most risky aspects of the University’s operating environment first. External Audit Procedures at a University The external auditor’s procedures which represents a statutory requirement checks whether the University’s accounts present a true and fair view of the finan cial position. A plan is prepared based on an assessment of the University’s operating environment. This activity is normally performed at after the end of the financial year. However, the external auditor may seek to carry out an interim audit during the course of the year so as to lessen the amount of work done at the final year end audit. The interim work normally include risk assessments to determine where weaknesses exists that could result in material misstatements of the financial statements. The external auditor would also evaluate the work of the internal auditor to determine if the external audit work could be reduced (CICA 2010). Similarities between Internal and External Auditors Both internal and external auditors are required to plan their work in relation to their objectives in carrying out

Wag the Dog Assignment Example | Topics and Well Written Essays - 1500 words

Wag the Dog - Assignment Example This influence of media is clearly seen in the movie entitled Wag the Dog. This paper aims to critique the aforementioned movie in terms of the effects of media and the movie itself as a form of media. Wag the Dog tells the story of a film producer named Stanley Motts, played by Dustin Hoffman and a political adviser, Conrad Brean who is portrayed by Robert De Niro. After a scandal about the president molesting a young girl just a few days before the election, Brean is tasked to ensure his win despite the scandal. Consequently, Brean goes to Motts to â€Å"produce† a war in order to divert the attention of the public to a more important and serious concern. A play about a young Albanian girl running from a village is run as a real news event that mobilized the CIA. Consequently, the produced â€Å"war news† lost its magic when the CIA declared that there are no signs of war or threats on the country. The adviser and producer again make a story about a war hero. This time, the production works its wonders and makes the president a good product. Unfortunately, the producers failed to investigate on the background of their choice actor and they faced the problem of answ ering the possible questions of the people. The producer however, finds a solution to their every problem and they finally bring home their fallen hero for his highly publicized funeral. This made the president’s statistics positive, assuring him of a win during the elections. Meanwhile, the producer craves for the credit for his best production yet. Wanting to protect the confidential information, Brean has to silence Motts. Later, he is announced to have died of a massive heart attack while sunbathing. The president was re-elected and the show continues regarding the Albanian war. The aforementioned movie portrays the effect of media to how people perceive their surroundings. A war can be created and it

Change and Culture Case Study II Part TWO Essay

Change and Culture Case Study II Part TWO - Essay Example As shown in the organizational chart in the previous assignment, departmental heads have been appointed in such a way that representation from both the merged organizations is equally distributed. In order to avoid any ego problems; the CEO of ABC Healthcare was an efficient and an outside person who was previously employed as a vice-president of a well-known health service provider in the country. Six months after the merger, it was seen necessary by the management to implement some major changes within the organization in order to be more competitive in terms of cost of service. One of the features of this organizational change was reduction in the number of employees and the introduction of the concept of ‘universal workers’ who will be trained to perform multiple tasks. This concept will involve major changes in job design across several classes of employees especially among the nursing and administrative staff. Apart from the above, it was decided to implement the concept of organizational learning within the organization as a part of its strategy. The strategy involves the concept of ‘learning organization’s conceptualized by Peter Senge which was first published (and widely accepted) in his bestselling book The Fifth Discipline. This paper reviews the implementation of the concepts of universal worker and organizational change in ABC Healthcare in order to remain efficient in terms of costs, resources, service, and management. Employees are an integral part of any organization and are often referred to as one of its most important assets. The management of any organization has to have a balance between employee efficiency and employee satisfaction. In a sense, there is an inherent contradiction between the aims of employees and the management. Employees are concerned with concepts like job security, and adequate compensation while the management is concerned with maximization of efficiency and profits. This contrast needs

Ancient European Civilization Compared to Ancient China Essay

Ancient European Civilization Compared to Ancient China - Essay Example The other similarity is that both civilizations were ruled by selfish leaders who did not care about others but only about satisfying their goals. This therefore contributed to the numerous wars and change of leadership that was experienced by these two civilizations (Hause and Maltby, 2004). Despite the similarities, there were numerous differences between the two civilizations in discussion. The Chinese for example concentrated more on art and culture while the Europeans concentrated more on trade and religion. The Chinese lacked concentration in trade and religion because they had not started developing industries, the dynasties were very different and would not unite and hence development like that in Europe was not present (Schirokauer and Brown, 2012). As a result of concentration in trade and religion, European civilization had no time for art and this came to develop later on. The other difference is that the different dynasties ruling China were concentrating on inventions and hence many inventions were developed during Chinese civilization. In Europe, development of different classes brought about competition and migration to other areas and hence inventions were not there but there was development of telecommunication systems to serve the different classes (Einsenstadt,

Cambridge Tourism Case Study Example | Topics and Well Written Essays - 2000 words

Cambridge Tourism - Case Study Example According to the United kingdoms economic development strategy, tourism is a very critical factor in the initiative to improve economy. Currently, tourism sector in the UK provide employment to about 7% of the working population. In the year 1999, the UK government received over 25.4 million tourists from overseas and consequently earned about 123 million trips in England (Beech & Chadwick 2006). Research has indicated that in 1999, east England received over14.8 million trips of over night stay and 7% of these stayed in Cambridgeshire while 27% were overseas tourists. The number of visitors from the Cambridge city has been increasing over time as indicated that in the 1999 findings. That same year, about 4.1 million visitors were from Cambridge a number that was higher that anticipated or even compared to previous years (Davidson 1998). The increase was attributed to the changes made to the day's visits by the culture department to include the visitors from outside the local area bu t who were regular visitors coming to shop of for leisure trips. The number of people staying for over night visits has also been increasing drastically. Half of the visitors usually stay over night because they are mostly from the overseas. Local visitors are increasingly visiting Cambridge (Holloway & Taylor 2006). Out of the 4.1million visitors in 1999, 3.2 million were from the south Cambridgeshire while 10 percent of them were those staying overnight. It can be concluded that over the past years, the total number of visitors coming to Cambridge has increased by more than 200% since the 1970s through 1980s. The growth levelled in 1990s but during the beginning of the new millennium, a 10 percent drop was observed. This cannot be explained easily though the economic crunch that the world was facing could be the greatest contributor to this drop. It's estimated that in the year 2000, only less than half of the visitors came from the United Kingdom and those from overseas were largely from North America (Holloway & Taylor 2006). Most of the visitors come on holiday tours and sight seeing while few of them come on business trips. Most of the people who have visited Cambridge admitted that they felt welcome and only 2 percent did not feel welcomed. About seventy four percent of the visitors were able to recommend places they had received better services. Over the pas years, Cambridge City council strategy has had a policy of managing and not promotion of tourism activities. With the increasing number of tourist in the region, Cambridge City council cam up with a policy in 1996 to help the industry to cope up with the increased customer base and the resulting possible pollution to the environment (Page & Connell 2006). Resources There are several aspects that are being addressed by the Cambridge city council to improve the service of tourism and hospitality in the city areas so as to meet the ever changing client's demands and requirements. The city through its tourism strategy will be abele to allocate resources properly and manage customers. The provision of the resources will be based on the tourism vision of the Cambridge city while integrating and incorporating objectives and the policies of the region to be able to deliver quality tourism services (Davidson 1998). The Cambridge city plan

Free writing Essay Example | Topics and Well Written Essays - 500 words - 2

Free writing - Essay Example But, luckily, this fear did not turn out to be the be all and end all of most of my pursuits. During my childhood days in South Korea I turned towards nature for inspiration and guidance. I observed that nature tended to achieve perfection by diligently and persistently working on small things. The growing of a leaf of grass, the falling of a drop of rain on the parched earth, the first flight of a hatchling from one’s nest, the existence of large wiggly colonies of insects below the dead logs, the shedding of the leaves in fall, the blooming of flowers in the spring, all these things do not declare their existence with much grandeur and fanfare. Yet, there is no denying the fact that they adorn the earth with much beauty and charm. Hence, it was through my observation of nature that I learned the strength inherent in small things. It was how I came to the conclusion that perhaps I may not be able to wrest big achievements in my life, but certainly I can accomplish many small things through my dedication and sincerity. So I brought this magic of small things to all the aspects of my life. To begin with, I honed my proficiency in small things in the much benign and salubrious family atmosphere in Korea. It was through observing my family members that I realized that a person is dependent on the kindness of others when one is born, and also one is dependent on the kindness of others when one gets old, then how come we forget the relevance of kindness and compassion in the more robust, middle part of our lives? So my experience as a family man was a story of love and compassion. I may not have been able to do big things for my family, but I am sure they will always remember me for the love and kindness I put in the small things I did for them. In my academic and professional career I also always laid stress on the strength inherent in small things. Without sounding arrogant, I would not shy away from saying that my success as

Legal status of foreign citizens, stateless persons and legal entities Assignment

Legal status of foreign citizens, stateless persons and legal entities in the field of property relations in Uzbekistan - Assignment Example Finally, thÐ µ papÐ µr will discuss thÐ µ concÐ µrns and problÐ µms thÐ µ forÐ µign invÐ µstors havÐ µ to dÐ µal with. UzbÐ µkistan and othÐ µr CÐ µntral Asian countriÐ µs sÐ µÃ µm to bÐ µ forgottÐ µn by most ЕuropÐ µan forÐ µign invÐ µstors whÐ µn looking for a placÐ µ to invÐ µst thÐ µir capital. This is truÐ µ Ð µvÐ µn though thÐ µ CÐ µntral Asian rÐ µpublics arÐ µ stratÐ µgically locatÐ µd and land-lockÐ µd bÐ µtwÐ µÃ µn ЕuropÐ µ and Asia. ThÐ µ quÐ µstion arisÐ µs if it is so bÐ µcausÐ µ thosÐ µ tÐ µrritoriÐ µs arÐ µ gÐ µographically quitÐ µ far from ЕuropÐ µ, bÐ µcausÐ µ of a fÐ µar that CÐ µntral Asia doÐ µs not offÐ µr a sÐ µcurÐ µ Ð µnvironmÐ µnt for forÐ µign invÐ µstmÐ µnts or simply bÐ µcausÐ µ of not having Ð µnough information about thosÐ µ countriÐ µs, thÐ µir invÐ µstmÐ µnt lÐ µgislation and thÐ µir actual capability of Ð µnforcing such lÐ µgislation. ThÐ µ purposÐ µ of the current papÐ µr is to providÐ µ introductory information about thÐ µ invÐ µstmÐ µnt lÐ µgislation of UzbÐ µkistan, its implÐ µmÐ µntation in practicÐ µ and to point out spÐ µcific problÐ µms thÐ µ forÐ µign invÐ µstors havÐ µ to dÐ µal with oncÐ µ placing thÐ µir invÐ µstmÐ µnt in this country. ThÐ µ paper will introducÐ µ somÐ µ basic facts concÐ µrning thÐ µ transfÐ µr of intÐ µrnational capital and thÐ µ main mÐ µans of intÐ µrnational invÐ µstmÐ µnt protÐ µction in addition to discussing thÐ µ currÐ µnt invÐ µstmÐ µnt lÐ µgislation and thÐ µ problÐ µms connÐ µctÐ µd with its application in practicÐ µ. ThÐ µ transfÐ µr of cross-bordÐ µr invÐ µstmÐ µnts has bÐ µcomÐ µ a daily rÐ µality of today’s morÐ µ and morÐ µ globalizÐ µd world. In ordÐ µr to promotÐ µ intÐ µrnational invÐ µstmÐ µnt Ð µxchangÐ µ, thÐ µ statÐ µs insist on mutual facilitation of transfÐ µr of intÐ µrnational capital and arÐ µ trying to takÐ µ all advantagÐ µs connÐ µctÐ µd with thÐ µ inflow of forÐ µign invÐ µstmÐ µnts. For dÐ µvÐ µloping countriÐ µs, thÐ µ placÐ µmÐ µnt of forÐ µign invÐ µstmÐ µnt in thÐ µir tÐ µrritoriÐ µs doÐ µs not mÐ µan only acquiring financial capital, but also

Post Partum Haemorrhage (PPH) Essay Example for Free

Post Partum Haemorrhage (PPH) Essay Introduction: Post partum haemorrhage (PPH) is an obstetrical emergency that can follow vaginal or cesarean delivery. It is a major cause of maternal morbidity and one of the top three causes of maternal mortality in both high and low per capital income countries, although the absolute risk of death in much lower in high income countries (1 in 100,000 versus 1 in 1000 births in low income countries). Furthermore, hemorrhage is the leading cause of admission of the intensive care unit and the most preventable cause of maternal mortality. The average blood loss following vaginal delivery, caesarean delivery and caesarean hysterectomy is 500 ml, 1000ml and 1500 ml respectively. Depending upon the amount of blood loss, post partum hemorrhage (PPH) can be- âž ¢ Minor (1L) âž ¢ Severe (10g/dl) so that the patient can withstand some amount of the blood loss. †¢ High risk patients who are likely to develop post partum hemorrhage (such as twins, hydramnios, grand multipara, APH, history of previous PPH, severe anemia) are to be screened delivered in a well equipped hospital. †¢ Blood groping should be one for all women so that no time is wasted during emergency. †¢ Placental localization must be done in all women with previous caesarean delivery by USG or MRI to detect placenta accreta or percreta. †¢ Women with morbid adherent placenta are at high risk of PPH. Such a case should be delivered by a senior obstetrician. A availability of blood or blood products must be ensured before hand. Intranatal: †¢ Active management of the third stage, for all women in labour should be a routine as it reduces PPH by 60%. †¢ Women delivered by caesarean section, oxytocin 5 IU slow IV is to be given to reduce blood loss. †¢ Exploration of the utero-vaginal canal for evidence of trauma following difficult labour or instrumental delivery. †¢ Observation for about 2 hours often delivery to make sure that the uterus is hard and well contracted before sending her to ward. †¢ During caesarean section spontaneous separation delivery of the placenta reduces blood loss (30%). Management of retained placenta: This diagnosis is reached when the placenta remains undelivered after a specified period of time (usually half to 1 hour following the baby’s birth). This is done to apply pressure to the placental site. The whole hand is introduced into the vagina in cone shaped fashion after separating the labia with the fingers of the other hand. the vaginal hand is clenched into a fist with the back of the hand directed posteriorly and the knuckles in the anterior fornix. The other hand is placed over the abdomen behind the uterus to make it anteverted. The uterus is firmly squeezed between the two hands. It may be necessary to continue the compression for a prolonged period until the (during the period, the resuscitative measures are to be continued). Manual removal of the placenta: The operation is done under general anaesthesia. The patient is placed in lithotomy position with all aseptic measures, the bladder is catheterized. One hand is introduced into the uterus after smearing with the antiseptic solution in cone shaped manner following the cord, which is made taut by the other hand. While introducing the hand, the labia are separated by the fingers of the other hand. The fingers of the uterine should locate the margin of the placenta. Counter pressure on the uterine fundus is applied by the other hand placed over the abdomen. The abdominal hand should steady the fundus guide the movements of the fingers inside the uterine cavity till the placenta is completely separated. As soon as the placental margin is reached, the fingers are insinuated between the placenta the uterine wall with the back of the hand in contact with the uterine wall. The placenta is gradually separated with a side ways slicing movement of the fingers, until whole of the placenta is separated. When the placenta is completely separated, it is extracted by traction of the cord by the other hand. The uterine hand is still inside the uterus for exploration of the cavity to be sure that nothing is left behind. i) Management of third stage bleeding: In this third stage of bleeding or hemorrhage, the bleeding occurs before expulsion of placenta. Principles âž ¢ To empty the uterus. âž ¢ To replace the blood. âž ¢ To ensure effective haemostasis. Steps of management: a) Placental site bleeding: âž ¢ To palpate the fundus and manage the uterus to make it hard. âž ¢ To start crystalloid with oxytocin at 60 drops /min and to arrange for blood transfusion if necessary. âž ¢ Oxytocin 10 units IM or methargin 0.2 mg. is given intravenously. âž ¢ To catheterize the bladder. âž ¢ To give antibiotics (ampicillin 2gm.and Metronidazole 500mg. IV). b) Traumatic bleeding: The utero vaginal canal is to be explored under general anaesthesia after the placenta is expelled. ii) Management of true post partum hemorrhage: In this true post partum hemorrhage the bleeding occurs subsequent to expulsion of placenta (majority). Management: âž ¢ Call for extra help involve the obstetric senior staff on call. âž ¢ Keep patient flat and warm. âž ¢ Send blood for diagnostic test. âž ¢ Infuse rapidly 2 litres of normal saline. âž ¢ Give oxygen by mask 10-15L/min. âž ¢ Monitor the pulse, blood pressure, urine output, drug type, dose and time. B. Secondary Post partum hemorrhage: Definition: Secondary post partum hemorrhage is bleeding from the genital tract more than 24 hours after delivery of the placenta and may occur upto 6 week later. The bleeding usually occurs between 8th to 14th day of delivery. Causes: The causes of late post partum hemorrhage are- 1. Retained bits of cotyledon or membranes (commonest) 2. Infection and separation of slough over a deep cervico-vaginal laceration. 3. Endometritis and sub involution of the placental site- due to delayed healing process. 4. Secondary hemorrhage from caesarean section wound usually occur between 10-14 days. 5. Withdrawal bleeding following oestrogen therapy for suppression of lactation. Clinical Manifestation: 1. The lochia are heavier than normal recurrence of bright red flow. 2. Offensive lochia if infection is a contributory factor. 3. Sub involution of uterus. 4. Pyrexia tachycardia. Diagnosis: The bleeding is bright red and varying amount. Rarely it may be brisk. Varying degree of anemia evidences of sepsis are present. Internal examination reveals evidences of sepsis, sub involution of the uterus often patulous cervical OS. Ultrasonography is usual in detecting the bits of placenta inside the uterine cavity. Management: Principle: âž ¢ To assess the amount of blood loss to replace it (transfusion) âž ¢ To find out the cause to take appropriate steps to rectify it. Management: i) Massage the uterus if it is still palpable to bring about a contraction. ii) Express any clots. iii) Encourage the mother to empty her bladder. iv) Give an oxytocic drug such as ergometrine by intravenous or intramuscular route. v) Save all pads lines to assess the volume of blood loss. vi) If retained products of conception are not seen on an ultrasound scan, the mother may be treated conservatively with antibiotic therapy and oral ergometrine. vii) Anemia is treated with iron supplement in severe cases, blood is transfused. Nursing management of PPH: Assessment: 1. Assess maternal history for risk factors, plan accordingly and communicate to the perinatal area. 2. Assess pulse pressure, recording consistently less than 30bpm are consistent with hypertensive crisis. 3. Assess intake output chart. 4. Assess location firmness of uterine fundus. 5. Palpate the bladder distension, which may interfere with contracting of the uterus. 6. Inspect for intactness of any parineal area. Diagnosis: i) Deficit fluid volume related to blood loss as manifested by looking pale, dehydrated decrease pulse rate. ii) Acute pain related to perineal discomfort from birth trauma and physiologic changes from births as monitored by wrinkled in forehead, restlessness irritability. iii) imbalance nutrition less than body requirement related to restriction in food intake as manifested by fatigue, weakness and lethargic. iv) Sleeping pattern disturbance related to pain bleeding as manifested by drowsiness, lethargic, irritated, etc. v) Risk for infection related to birth process maintaining poor hygiene as manifested by patient’s verbal complain, irritable discomfort. Goal: i) Monitoring for hypotension bleeding. ii) Minimize the pain. iii) Improve nutritional status. iv) Improve sleep pattern. v) Reduce the risk for infection. Intervention: âž ¢ For 1st diagnosis: i) Monitor vital signs every 4 hours during the first 24 hours. ii) Assess vaginal discharge for clots and amount. iii) Maintained IV line as ordered by the doctor. âž ¢ For 2nd diagnosis: i) Assess pain level, location, duration and type also. ii) Provide comfortable position (i.e. supine position) iii) Administered medicine as prescribed by the doctor. âž ¢ For 3rd diagnosis: i) Assess the nutritional status of the patient. ii) Patient is advised to take liquid diet from 3rd day solid from 4th day. iii) Weight in monitored daily. âž ¢ For 4th diagnosis: i) Sleep pattern is assessed. ii) Provide a neat and tidy bed to the patient. iii) Unnecessary procedures avoided during sleeping period. iv) Patient is advised to discourage day time sleeping. âž ¢ For 5th diagnosis: i) Assessed the level of infection, burning sensation and frequency of urination. ii) Washing hands wearing gloves can reduce the risk for infection before doing any procedure. iii) Advised the patient to maintain the personal hygiene and also should teach how to take care of perineal area. Evaluation: i) Bleeding is reduced than before. ii) Patients pain level might be minimized. iii) Nutritional status of the patient is improved. iv) Patients sleep pattern is improved. v) Infection is controlled. Conclusion: Post Partum hemorrhage continued to be a leading cause of maternal morbidity mortality. In this patient despite identification and attempt at correction of an identified clotting disorder, major obstetric hemorrhage was not avoided. However, these factors may be unavoidable and early surgical intervention as per local protocol is recommended to minimize maternal morbidity. After studying presenting the seminar on the topic of PPH, I got a thorough idea about this disease and I am thankful to ma’am for giving me opportunity of presenting this topic. I think I can be able to import some amount of knowledge to the group I will be able to provide proper care to such patient if I got in future. Bibliography: 1. C.D. Dutta â€Å"text book of obstetrics† 7th edition, new central book agency, page no- 410-418 2. Annamma Jacob â€Å"A comprehensive textbook of midwifery Gynecological Nursing†, 3rd edition, Joypee brothers medical publishers (p) Ltd. 3. â€Å"Myhes Tex book for midwives†, edited by V. Rith Bennett Linda K. Brown, 12th edition. Page No- 462-470 4. Dr. Parulekar Shashank V., â€Å"Text book for midwives†, 2nd edition, voramidical publication. Page No- 351-356. 5. B. Basavanthappa T. â€Å"Essentials of midwifery obstetrical Nursing†, 1st edition, Jaypee Brothers medical publishers. Page No- 544-555. 6. w.w.w.urmc.rochester.eduURMCHealth Encyclopedia âž ¢ w.w.w.birth.com.auLabour Birth. âž ¢ w.w.w.rcog.org.ukHomewomen’shealth idelinessearch for a guideline. âž ¢ Bmb.oxford journals.org/..205full. âž ¢ w.w.w.ncbi.nlm.nih.gov journal listcases J/V.J;2008