My Favorite Manager Essay

I worked in Strategic Centre, Consumer support services and global solution centre. I was hired as an front line operative and got promoted to Tech Lead role over time. When I was a trainer, my manager was Navin Kumar. Before working at HP, I used to work with Convergys. I was a front end operative at each of the other jobs before HP. Navin Kumar was my favorite because he had a relaxed mentality to the job but held accountability for actions. He allowed me and the other Trainers to have a say when running the Training module. He had the final say on all ideas but was open for input to improve the function of the Trainers efficiency. He was very personable and did not have the typical manager attitude. If I did my work when he wanted it completed and it was up to his level of quality his relationship was more similar to that of friends than a manager. If you failed to meet his expectations then he came down on me with a very strong force. He was not a typical manager in that sense. He set lofty expectations because he wanted me to succeed at a high level instead of setting low goals and just settling for an easy way out. He would set weekly goals and would reward the highest trainer efficiency scores that was internally maintained by HP Training team. This was motivation to test training methods and try to beat out my co-workers. He also had a level of respect for each of his employees that I never received at one of my other jobs. At HP everyone had the same level of expectations and if you did not meet them, Navin would work with that person to build up their quality of work or they would be mentored more rigorously with a clear performance improvement plan for not meeting expectations. I respected him more for being open to criticism. He would allow his trainers and senior trainers to critique him and help him improve his work quality. If I could work for Navin Kumar again I would immediately†¦

Personal Computer and Dell Essay

Synopsis: In 1984 Dell Inc. was founded by University of Texas freshmen, Michael Dell. Dell would buy computers from the excess inventory of local retailers and revamp them to sell out of his trunk. Dell was able to sell his computers at 10%-15% below retail price. After Dell’s freshmen year he dropped out to run his business full time. By 1995 Dell had sales of nearly $3. 5 billion and was one of the top five PC vendors in the world. Dell focused on customer support and service and became the master of process engineering and supply chain management. Dell has faced many challenges including distribution through US retail stores, management changes, and keeping up with its competitors. Since consumers aren’t willing to pay huge amounts of money for computers unless they were unique, Dell is at a crossroads. Which road Dell chooses to follow will determine its future. Resources: Dell Inc. ’s most valuable resource has been Michael Dell and its ability to sell computers at 10-15% below market value. Another huge resource is the executive team that Dell formed for guidance. Capabilities: Dell’s capability at producing products at a lower cost to its consumers is key. By adding services such as laptops, software/peripherals, servers/networking, services, and storage Dell expanded its capabilities. With the added services Dell can keep pace with its competitors. Core Competencies: Dell’s core competencies are the ability to offer quality products at cheaper prices, personalized orders, and the ability to keep their inventory relatively low. These competencies have helped Dell become a leader in the computer industry. Finding of Fact: Dell is currently at a crossroads; the company’s margins aren’t in a favorable position for the company. In 2010 yes their net income rose, but was still only 2. 91% of net revenue. Dell’s consumers are no longer willing to pay top dollar for a computer, unless it was unique. Competitors are selling laptops for around $300. Tablets have pushed Dell’s laptop sales down as well. Many more competitors have stepped into the industry since Dell first was founded. Dell also spends about 1% of its sales on research and development, while other companies spend about 5%. Justified Recommendation: Dell should invest more of its money into research and development for its products. Technology is constantly changing and for Dell to stay ahead or at least at the same pace, research and development is a must. I’m not saying Dell needs to go out and hire some new employees for this team. Dell could use members from each of its sections to help brainstorm and come up with new and innovative ideas. Innovative employees are invaluable to a company. Dell’s management should perform environmental scanning both internally and externally to find Dells SWOT (strengths, weaknesses, opportunities, threats). Once SWOT is determined management could strategically figure out how to move forward. Environmental scanning shouldn’t be done just when a company finds it has â€Å"hit a bump in the road†, but periodically to keep the company innovative and make sure it is on the correct path. Dell should also perform an industry analysis. This analysis will review potential entrants, buyers, substitutes, suppliers, other stakeholders, and competitors. By completing the analysis a company can determine the high and low forces against the company. The low forces could be turned into a possible opportunity or based on the analysis results, the company could switch strategies.

Feminist View on Society

Feminist views on society; Feminists believe that society is male dominated (patriarchal). Feminists want women and men to have equal rights and powers as there is inequality between the two sexes. They look at society on a macro scale so the ideas are generalised to the whole of society. Feminists also believe that society is based on disagreement and conflict between the sexes as women believe they have been disadvantaged in society.Liberal feminists believe that men and women are becoming more equal in society, and that the inequality between men and women was caused due to sexist laws and the differences in socialisation. They believe that in order abolish feminism people need to be brought up differently and all sexist laws need to be gotten rid of. Marxist feminists believe that women are still unequal in society and that women are there to benefit capitalism by being unpaid housewives. They look on the family in a negative and critical way as they feel this is what caused thei r oppression along with capitalism.As they gave up work to take care of children and had housework responsibilities, thus becoming dependent on their husbands for money and everything else. Marxist feminists believe that in order for there to be equality between the sexes capitalism needs to be abolished and replaced with a communist society. Radical feminists also believe that men and women are still unequal in society and that men benefit more from family life. They believe that they are exploited by men and the patriarchal society. Some radical feminists believe that the solution is separation.Feminism does have some criticism’s for example they tend to overlook the fact that the general position of women in society has changed over time and this can only be explained in terms of economic and political changes in society. They also fail to understand that fundamentally society is unequal in its economic and social structure, and that equal opportunity is a fairly meaningle ss concept as society is divided by class and economic exploitation. Women as well as working class men are at an economic disadvantage.

Article Critque Example | Topics and Well Written Essays - 500 words

Critque - Article Example how an elderly man sometimes back came in to cook county hospital’s emergency room with a large and very painful boil that was on his back’s neck. The author of the article told the patient that he had to go through a minor procedure that would lance the boil and hence drain it (Howard, 2009). The patient became ashen and asked the doctor whether the process would hurt him. The doctor told the patient that the moment the treatment will tend to hurt too much he could communicate to him so that he would stop (Lautenbacher & Fillingim, 2004). That factor forms one of the basic platforms that put the article, as well as a doctor’s professionalism in question. From the explanation of the author the expectations that the patient has, determines the patient’s perception on pain. It is clear that from the pain the elderly man was passing through he had all the rights to expect more pain when the treatment will be taking place. It is hence the practitioner’s responsibility to assure the patient that the mode of treatment that he will undergo will take ensure that his pain will be effectively managed (Howard, 2009). The doctor, instead never gave a word of assurance to the patient but he just told the patient would communicate when he will feel the treatment have extensively hurt hence making the patients to perceive that pain will increase instead (Padfield & Novartis, 2003). The doctor’s statement, however, only increased the patient’s expectation of feeling more pain since the doctor mentioned it in his statement. In simple terms, he was eagerly waiting to yell to the doctor that the treatment has hurt extremely as the doctor had stated. The scenario hence puts the doctor’s counseling ability in question. It is essential that doctors should always put their patients on counseling session before putting him or her under treatment so as to assure the patient that the pain he or she is going through will be effectively managed. Doctors should also disclose

Employment Law uk Essay Example | Topics and Well Written Essays - 1750 words

Employment Law uk - Essay Example Besides, the fact that Bruce is a friend motivated Cathy to dismiss Abe without carrying out a fair investigation based on the assumption that Bruce has worked for the company for a long time hence he cannot be the guilty one. Therefore, Cathy has a burden to prove the allegation made against Abe. Distrust of a possible misconduct on crime is an instance where the employer has the burden to provide indisputable evidence that an employee is guilty even if the conduct violates the disciplinary code. In John Lewis v Coyne4, the manner in which the store handled the disciplinary issues was placed under scrutiny by the EAT over the concerns of Coyne using the corporation telephone. It is after investigation has been conducted that Abe has been found not guilty while Bruce was the actual culprit. Therefore, Abe has a right to reinstatement, re-engagement or even compensation5. Compensation to Abe comprises of a basic award because this was a mistaken identity, which led to unfair dismissal Cathy might be ordered to pay Abe up to  £76,700. Moreover, if Abe decides to add allegation of a breach of contract, Cathy might be ordered to pay an extra  £25,000, which takes the probable compensation way up to  £101,700. In addition, since Cathy dismissed Abe unfairly it is possible for Abe to file a claim for loss in earnings and damage to image (defamation). In Addis v, Gramophone Co Ltd6 Mr Addis was unfairly and harshly discharged from his position as the manager of the defendant in Calcutta. During trial, he was given damages that exceeded the actual figure of his salary for the period he was given a notice as stipulated by law. The case in general was considered as having been ruled that the employee had no ability to be compensated for damages in connection to the manner in which the unfair discharge of duties occurred, for ruined image and feelings or for loss he may experience from the truth that by having been dismissed, it makes it hard for him to get

International decorative glass Essay Example | Topics and Well Written Essays - 2250 words

International decorative glass - Essay Example I will view the results and properly document them for further research and reference. Wound healing is mainly defined as the body’s natural process, which lies in regeneration of dermal and epidermal tissue. After a person receives some sort of injury or a wound several events take place in the individual’s body to heal the wound and repair the damage. It should be kept in mind that these events should not necessarily be consecutive. Sometimes they overlap in the course of time /Stadelmann, Digenis & Tobin , 1998; Iba., Shibata, Kato & Masukawa, 2004/. I’m interested in all these steps and the influence of the phytochemicals into the wound healing in all the steps. That’s why I would like to briefly outline the processes, which take place on all the stages of the wound. The first phase - the inflammatory process – bacteria and debris are phagocytized and removed. Due to this the factors, which are the causes of migration and division of cells, are released. The next step is known as the proliferative phase. It is characterised by the following processes - angiogenesis, collagen deposition, granulation tissue formation, epithelialization, and wound contraction /Midwood, Williams & Schwarzbauer, 2004/. In the course of the angiogenesis stage new blood vessels appear from endothelial cells /Chang., Sneddon, Alizadeh, Sood, West, Montgomery, Chi, van de Rijn, Botstein, Brown, 2004/. After that there comes a new stage of fibroplasia and granulation tissue formation, where fibroblasts grow and create a new, provisional extracellular matrix (ECM) by disgorging collagen and fibronectin /Midwood, Williams & Schwarzbauer, 2004/. In epithelialization stage epithelial cells advance to the wound bed in order to cover it /Garg, 2000/. Finally due to the previous process there begins the stage of contraction, in the course of which the

Analysis of Articles about Gender Studies Essay Example | Topics and Well Written Essays - 500 words

Analysis of Articles about Gender Studies - Essay Example She told them she always thought she had three. And that showed the extended family that the author seems to enjoy. For every person who is a part of the extended family, the author and her growth were more important than anything else. This made everything else immaterial. As the author points out, the pre-conceiving arrangement that the mothers went through ensured that the differences in their thought processes will not occur. There was enough leeway created between all of them and freedom to change their decisions. So much so that no one altered any of the decisions that were made. This made the entire process of bringing up the kid more interesting to the extended family. She was no ordinary child and whatever happened to every one of them was not an ordinary event. The author finally, justifies that the ideas and the opinions taken should be done so in the right spirit and this would ensure that the biotechnological advances made are used in the right spirit. There was nothing wrong or unnatural in the entire process. She does not feel in any way different from the others and neither did anyone else feel that way though many thought she was special. The questions will be: Creation of a human being either by cloning or by IVF methods is out of nature. Will this not give rise to a culture that has the least respect for the natural phenomenon? And will not this lead to a condition where the human race might overpopulate or try to control nature which otherwise could condition the environment in a much better way? While so, how can control and modifying natural occurrences influence the behavior of the human race? All these issues are not really dealt with by the author. When the perspective goes larger those questions come up. Whereas in the case of the author's analysis, she has restricted to her own view and to the views of the people around her.

Cease Fire Research Paper Example | Topics and Well Written Essays - 500 words

Cease Fire - Research Paper Example Public health issues are diverse and dynamic, and they also impact differently communities and societies. Dr. Gary Slutkin, the person behind the project that saw the establishment of the CeaseFire program, holds that violence is a critical public health issue yet the most relatively ignored (Wilson & Petersilia, 2011). He also maintains that violence is deeply rooted in behavior and can, therefore, be prevented through changes in behavioral norms. In this respect, the program heavily depends on the intervention of outreach workers in the event of violence or conflicts in the streets. The duty and responsibility of these workers is to interrupt conflicting parties and mitigate conflicts that are likely to result in violence. The planned behavior theory can essentially explain the causes and trends in street violence. The variables that inform the theory of planned behavior include attitude towards a behavior, subjective norm, and perceived behavioral control (Weisburd & Braga, 2006). The intentions of a behavior are critically linked to an individual’s beliefs. Therefore, street violence is driven by individual behavior in regard to the intentions and beliefs of the gangs or any other person who engages in street conflicts and violence. The anti-violence advocacy by the CeaseFire program in the benefiting communities targets behavior change in order to achieve its objectives. The process of changing behavioral norms must identify the subject matter and all its variables before addressing the underlying issue (House of Commons, 2008). Stakeholders must first identify the behavior that needs to be changed in order to act accordingly. Anti-violence advocacy and conflict mitigation at the street level have to change the mindset, beliefs, and behaviors of gangs and all other persons who engage in street violence, and that is essentially the role of interrupters in the

The Beatles and drugs Essay Example | Topics and Well Written Essays - 2500 words

The Beatles and drugs - Essay Example This change however was not only affecting Britain but the rest of foreign countries in their music and exposing them to new ways of life. It is then argumentative and controversial as to whether the Beatles made positive or negative changes to the lives of Britons in the period. It is in this essay, therefore, that we shall figure out this by focusing on various influences the Beatles had on music and life of the people of Britain. The Beatles are known to have had a great influence in the 1960s, to the British society through a unique music they composed and sang. The existing and growth of rock and roll, for instance, is highly attributed to them as they are the very first band that came up with a musical style. Rock and roll style became quite useful during the years of war, 1939- 1945. Through the Beatles, it called for people to exercise patriotism and reunite with soldiers to make the existing situation better (Gammond & Peter, 1993). One of the singers of these times of war was Vera Lynn, with her songs like: The White Cliffs of Dover and Well Meet Again bringing her to fame in Britain, during the period. The pre-rock and roll era in Britain is, therefore, said to have existed in the 1940s and 50s. Frankie Vaughan and Dickie Valentine were the solo singers who dominated the music industry, with the musical tunes they had borrowed from the Beatles. A big difference is clear between the music of the pre-B eatle era and that of the Beatles onwards. The Pre- Beatle era, for instance, was less modernized and quite unproductive time for music in Britain. Times however became better in the following years where the Beatle band began and consequent ones, as music then began moving to the desired direction. Following the rock and roll era was the rhythm and blues music; which was determined to take over the Beatles, who had already taken the music industry by storm. It was through

The opportunities and the threats of the FJE Limited Essay

The opportunities and the threats of the FJE Limited - Essay Example The objectives of this project are:- †¢ To analyze the strength of the company. †¢ To assess the weakness of the company. †¢ To identify the opportunities and the threats of the company. †¢ To identify the various sources of fund and probable funds of the company. †¢ To assess the cash requirement of the company. †¢ To analyze the various options of investment available to the company in exploration. †¢ To identify the financial viability of each of the exploration option. SWOT analysis is a strategic tool which is used to analyze, understand and decide on the various situations which can arise in the business during its course of operations. The full form of SWOT is strength, weakness, opportunities and threats . The SWOT analyses of the FGE Company have been done to assess the risks and also the competitive advantage of the company and the business in which it is operating. Strength: The main strength of FJE is the sector in which it is operating. Uranium is used to produce electricity from nuclear power. Uranium itself has a very big market globally. In 2008 Australia exported more than AUD 800 million dollars of uranium to the rest of the world. The royalties achieved from Australian uranium mines is about AUD 21 million dollars per year. From Australia only about 10707 tons of uranium has been exported to the rest of the world in 2008.... This signifies that uranium has a major demand in most of the countries of the world. Therefore companies who are operating in this sector will always have a demand in the market as the resources available are less compared to the global demand. Another advantage of the company is that it does not have any debt in its capital structure this means that company is less risky. The company has exploration site in Niger which has 5% of world’s uranium resource. Also it has a site in Australia which has the largest resource of uranium in the world. This gives FJE competitive advantage over other firms. Figure 1: Uranium Requirement of the World (Source: Trade Tech, 2011) Weakness: Exploration companies always have to bear the risk of failing in the discovery of the uranium ore or salable uranium ore. If the exploration companies cherish the high return of the extraction and export of the mineral ore then in case of not discovering the ore many times the exploration companies have to suffer huge loss. The cost of exploration and all the associated expenses are very high. The FJE limited is a very small company which has a very small capital of AUD 4 million dollars. If the company fails to discover uranium in the proposed sites then it will be very difficult for the company to maintain its operations. More over there are many trade restrictions on uranium like non proliferation treaty etc made the market for the uranium quite narrow. Another weakness is the intense competition in this sector. The uranium exploration market is already crowded by many big companies like Western Mining Corporation, BP Minerals, and BHP Billiton etc. Opportunities: The biggest of the FJE limited is the rising market of nuclear energy. Rise in the use of the nuclear

Students should be allowed to pray in schools Research Paper

Students should be allowed to pray in schools - Research Paper Example This void in emotional satisfaction is filled in by the prayers. â€Å"Students have the right to engage in voluntary individual prayer that is not coercive and does not substantially disrupt the schools educational mission and activities† (Anti-Defamation League, 2013). In many families, parents teach their children to regularly pray. They describe the physical, psychological, emotional, and sociological benefits of praying to their children in their attempt to make the experience of praying all the more enlightening and emotionally fulfilling for the children. Children build a very positive image of praying using the lessons taught to them by their parents. â€Å"Ninety percent of Americas youngsters attend public schools. These students come from homes that espouse a variety of religious and philosophical beliefs† (Americans United, 2014). In such circumstances, when they see prayers being banned in school, they are bound to think negatively about at least their parents, prayers, and/or school. They cannot think positively about prayers and school and yet see the latter denying access to the former. â€Å"Students in school as well as out of school are ‘persons’ under our Constitution† (ACLJ, n.d.) and so they must be g ranted the right to pray in school. Critics might say that prayers should be banned in schools because they take a lot of time. However, this is not reality. Prayers in most religions hardly take five to ten minutes at the maximum to be made. This time can be allowed either in the lunch break, or in the ten to fifteen minutes of break between consecutive periods. In fact, it takes no more than two minutes for many children to pray. Critics might also say that prayers should be disallowed in schools because they impact other students. If that is so, there is no harm in that. The purpose of schools is education. If students see their peers and class-fellows belonging to different

America’s cause Essay Example for Free

America’s cause Essay But he calmly proceeded to act his part, pretending not the least bothered by the gut-wrenching ride over a swirling sea. The following day he received this message from the Navy Department: â€Å"Dear Mr. Wayne- we are pleased to record this latest addition to naval lore. To the immortal expression, ‘damn the torpedoes, full speed ahead,’ we now add your own memorable words, ‘get me out of this son of a bitch! ’†(Wayne168-169). Wayne spoke the American language well. Once, asked by a reporter about his rumored plan to run for president, Wayne said, â€Å"Bullshit. † When asked to give a definite comment, Wayne told him to use the word. The following day, this news item appeared: â€Å"When Mr. Wayne was questioned about the possibility of running for national office, he replied ‘Bt! †(Wayne 162). Americans responded to John Wayne in a manner different from other stars of his generation. Other actors simply shed off their screen personae after the lights went off; not so Wayne. Although little was written about his private life (marriage, romantic affairs) until after his death, his public life was an open book that maintained and reinforced the John Wayne mystique. He was a natural treasure who was loved and respected. In 1979 he was awarded the Congressional Gold Medal. In 1998, an Army RAH-66 helicopter was named â€Å"Duke† in his honor. He wore a POW bracelet to show his sympathy with the fighting men in Viet Nam. Speaking extemporaneously before a subcommittee hearing in connection with the bill for the Congressional Gold Medal, Maureen O’Hara Blair, Wayne’s co-star in The Quiet Man, spoke for Wayne: â€Å"He is, believe me, the United States of America. He is a man that has a code of beliefs that he sticks with. He believes in individual responsibility and honor. † Said Reagan of Wayne: I never saw Duke display hatred toward those who scorned him. Oh, he could use some pretty salty language, but he would not tolerate pettiness and hate. He was human all right: he drank enough whiskey to float a PT boat, though he never drank on the job. . . he was virtually always the first to arrive on the set and the last to leave. World War II helped to define what John Wayne stood for. Unable to join the Navy due to an old football injury, his age (34), and being a father of four, Wayne did his part in the war by making movies about America’s fighting men. He appeared minus his horse and six-shooter in memorable films like the Fighting Seabees, Flying Tigers, Reunion in France, They Were Expendable, and Back to Bataan. The 1949 film Sands of Iwo Jima earned Wayne his first Oscar nomination. These films did not have the nauseating gore and graphic violence of present-day war movies, but they exalted the heroism of ordinary men, and people related to them well. Wayne had made it a point not to accept any role that was un-American or tended to denigrate the United States or the American tradition. At a time when he was nearly bankrupt, Wayne bankrolled, starred in, and directed the epic The Alamo, which had been his dream project of many years. In it, playing the role of Davy Crockett, he described the defenders’ role as they waited for the approaching battle with Santa Anna: â€Å"There’s right and there’s wrong. You got to do one or the other. You do the one and you’re living. You do the other and you may be walking around, but you’re as dead as a beaver hat. † As Crockett, he voiced out the timeless yearning of the Texans for independence: â€Å"It means people can live free, talk free, go or come, buy or sell, be drunk or sober, however they choose. † John Wayne did not win on Oscar for The Alamo (except for Best Sound) although it received six nominations, but people came in droves to see the movie. Besides his classic westerns and war pictures, The Alamo is one of his lasting legacies. John Wayne is often equated with conservatism. He was the product of an age when Americans were proud of their heritage, conscious of their country’s new role as a world power and sincerely believed in the righteousness of America’s cause. He was born when Theodore Roosevelt was president, a man who believed in Manifest Destiny and was wont to â€Å"speak softly, but carry a big stick. † Wayne belonged to a generation yet untouched by pangs of national self-doubt, unstricken by remorse over purported wrongs committed by the white man against the natives, the blacks, the Vietnamese, the American youth who were being sent to die in remote battlefields. This was the turbulent 60’s, an age when young Americans were seduced by flower power, discovered new ideologies, adopted a libertarian attitude and opposed any kind of war. In a nation divided by war, John Wayne was seemingly a lonely figure as young Americans felt shame for everything America ever did in the course of her ascent to world dominance. A friend of Senators Barry Goldwater and Joe McCarthy, and former President Ronald Reagan, John Wayne was Republican to the core. Against the weakening of American resolve, John Wayne’s tenacious adherence to the American tradition of duty and honor could only be seen as naivete – sprung from the good guy–bad guy scenarios in his celluloid world. From the 40’s to the 60’s, the Left made inroads in school campuses where teach-ins became common, swaying many of the youth to the new ideology, and threatening to undermine the foundations of the country’s democratic system. Due to its potentials for propaganda, the movie industry was targeted and there were rumors that some Hollywood figures had embraced socialism. In 1944, Wayne helped found the Motion Picture Alliance for the Preservation of American Ideals, in the company of other giants like Clark Gable, Gary Cooper, Walt Disney, and Robert Taylor. He later became president of the association for two terms. He was outspoken against the communist threat. He was mistaken for an archconservative and accused of blackballing movie personalities who refused to cooperate in Congressional hearings, although he never testified, nor did he blackball anybody (Wayne 55). His being perceived as a staunch anti-communist even gave rise to rumors that the late Soviet dictator Joseph Stalin plotted to have him murdered (Soviet Dictator).

Carbon Nanotubes Uses and Properties

Carbon Nanotubes Uses and Properties ABSTRACT: For the first time in the human history, we are close to being able to manipulate the basic forms of all the things, living and inanimate, take them apart and put them together in almost anyway the mind can imagine. The sophistication with which scientists are learning to engineer matter at the nanometer scale is giving us unprecedented mastery of a large part of our environment. The world of the future will be defined by how we use this mastery. Nanotechnology is engineering at the molecular (groups of atoms) level. It is the collective term for a range of technologies, techniques and processes that involve the manipulation of matter at the smallest scale(from 1 to 100 nm2). Carbon nanotubes have been under scientific investigation for more than fifteen years because of their unique properties that predestine them for many potential applications. The field of nanotechnology and nanoscience push their investigation forward to produce carbon nanotubes with suitable parameters for future applications. Carbon nanotubes are one of the most commonly mentioned building blocks of nanotechnology. With one hundred times the tensile strength of steel, thermal conductivity better than all but the purest diamond and electrical conductivity similar to copper, but with the ability to carry much higher currents, they seem to be a wonder material. Field effect transistors using carbon nanotubes came into existence, these have a extremely good properties. CARBON NANOTUBES: Evolution of Nano Importance of Nano in present day scenario Moores Law Greatness of Carbon Graphene Carbon nanotube Synthesis of CNT Properties of CNT Purification methods Real time applications GREATNESS OF CARBON: Carbon is the 4th most abundant element in the Universe by mass after( Hydrogen, Helium and Oxygen). Forms more compounds that any other element, with almost 10 million pure organic compounds. Abundance, unique diversity and unusual polymer forming ability at the temperatures makes the element the chemical basis of life. CARBON NANOTUBES: Carbon nanotubes are long, thin cylinders of carbon which were discovered in 1991 by Sumio Iijima. A sheet of graphene rolled in cylindrical structure results in Carbon nanotube of 1 atom thickness and diameter in nano scale. Nanotubes have a very broad range of electronic, thermal, and structural properties that changes due to change in length, diameter and chirality or twist. Types of Carbon Nano Tubes: Single walled: In these single walled nano tubes are narrower than the multi walled nano tubes ,the diameters typically in the range of 1-2nm ,and tend to be curved rather than straight. In these SWNT only single layer of grephene .Catalyst is required for synthesis .Bulk synthesis is difficult as it requires proper control over growth and atmospheric condition .In these SWNT Purity is poor and less accumulation in body .Characterization and evaluation is easy .It can be easily twisted and are more pliable. These tubes are used to make super strong amour bodies .These single walled nano tubes are used as elastic property and used to make bullet proof vests. Multi walled: Multi walled nano tubes consists of multiple layers of graphite rolled in on themselves to for a tube shape .There are two models which can be used to describe the structures of multi walled nano tubes .In these MWNT multiple layer of grephene and can be produced without catalyst Bulk synthesis is easy .Purity is high ,more accumulation in body .It has very complex structure .It can not be easily twisted. Synthesis: Laser ablation: A pulsed or continuous laser is used which will vaporize a graphite target in an oven at 1200c . Oven is filled with helium argon gas .In order to keep the pressure at 500 torr ,Since the optimum background gas as catalyst mixture is the same as in the arc discharge process Laser ablation method is similar to arc discharge method .This method is vey expensive so it is mainly used for SWNT’s laser vapourization results in higher yield of SWNT’s with narrow size distribution than those produced in arc discharge process .Catalyst used for SWNT is NI:Y (4.2:1 At%). Arc Discharge Method: Arc Discharge method has been reported for producing carbon nano tubes .In these method nano tubes are produced through arc vapourization of two carbon rods placed end to end with a distance of 1mm in an environment of inert gases such as helium argon at pressure b/w 50 to 100 amps driven by 20v which will create high temperature discharge b/w two electrodes ,due to this anode wil get evaporated and rod shaped tubes will be deposited on cathode.Bulk production of CNT’s depends on uniformity of plasma arc and temperature of depositon The Main principle is carbon nano fibres are good at absorbing energy so they can absorb the energy coming from the bullet .The inherent property of elasticity makes the bullet to rebound .Its is 100% stronger thean steel.Lighter than aluminium.Conduct electricity as copper .These fibres can be used as space elevators . Purification Of CNT’s: Nanotubes usually contain a large amount of impurities such as metal particles ,amorphous carbon ,and multishell .These are different steps in purification of nano tubes . Air Oxidation: The Carbon nano tubes are having less purity ,the average purity is about 5-10%.So,Purification is needed before attachment of drugs onto CNT’s .Air oxidation is useful in Reducing the amount of amorphous carbon and metal catalyst particles (Ni,Y). Acid Reflexing: Refluxing the sample in strong acid is effective in reducing the amount of metal particles and amorphous carbon ,different acids used were hydrochloric acid (HCL),nitric acid(HNO3)and sulphuric acid (H2so4)bt HCL is identified to e ideal reflexing acid . Surfactant aided sonication, filtration and annealing: After the acid reflexing ,the CNT’s were purer but ,tubes were entagled together ,trapping most of the impurities,such as carbon particles and catalyst particles ,which were difficult to remove with flitration .so,surfactant –aided sonication was carried out .sodium dodecyl benezene sulphonate (SDBS) aided sonication with ethanol or methanol ,as organic solvent were preferred cz it took the longest ime time fr CNTS to settle down ,indicating an even suspension state was achieved .The sample was then filtered with un ultra filtration unit and annealed at 1273k in N2 for 4H .Annealing is effective in optimizing the CNT structures .It was provided the surfactant –aided sonication is effective to untangle CNT’s thus to free the particulate impurities embedded in the entanglement .Nano tube can also be purified by multistep purification method . Real time applications: Carrier for drug delivery: Carbon Horns (CNHs) are the speherical aggregates of CNT’s with irregular Horn like shape .Research studies have proved CNT’s CNH’s as a potential carrier for drug delivery system . Genetic Engineering: In Genetic engineering ,CNT’s and CNH’s are used to manipulate genes and atoms in the development of bio imaging geneomas protemics and tissue engineering .The unwound DNA (single stranded )winds around SWNT by connecting its specific neucletoids and causes change in its electrostatic property .this creates its potential application diagnostics and in therapeutics Nano tubes and nanohorn’s can adehere various antigens on their surface ,hence act as source of antigen in vaccines .Hence by use of nanotubes ,use of dead bacteria as source for antigen which is sometimes dangerous can be avoided . Pseudo spark switches: These are switches which work upon principle of field emission, this emission is achieved by triggering. Generally the triggering methods are Surface discharge triggering Optical triggering Pulsed low-current glow discharge triggering But cnt’s have a good emitting properties when compared from above methods. For field emission cnt’s are used as cold cathode emitters. The field emission characteristics of cnt’s are mostly reported at high vacuum pressures of 10^-6 and 10^-7 torr. Usage of cnt’s for field emission resulted in good properties and working of pseudo spark switches in both high pressure and low pressure vacuum..

Chat language

Chat language Chat Language Chat Language is a recent concept which is characterized by overwhelming acceptance. Chat language can be justly described as the result of the worldwide impact of Internet and Cosmopolitan culture. Chat Language refers to the whole range of abbreviations and smileys which have become an integral part of the process of chatting. Usefulness of Chat Language The usefulness of chat language is well illustrated by the overwhelming acceptance of the language. In fact, chat language is one of the most commonly used medium of communication amongst the youngsters. Chat Language is most prevalently used by the people living in big cities where the impact of Internet is more profound. Chat Language has simplified and speeded up the process of transmitting messages. You can make use of this short and sweet chat language to aptly communicate your thoughts and feelings to your dear ones. In fact, a smiley also enhances the look of the messages, thereby, expressing your feelings properly. Chat Language proves to be less time consuming. Knowledge of Chat Language In order to make use of the chat language efficiently, you need to learn the short forms and smileys properly. In order to expand the scope of your knowledge about Chat Language, you can make use of the handy and easily understandable Chat Dictionary. A Chat Dictionary provides with an entire list of abbreviations that are used in chat and are easy to remember. In chat language, the spelling of a normal word is shortened. For example, AFK stands for Away From Keyboard while FYI means For Your Information. Below is a list of some of the most commonly used short forms and smileys: ASAP As Soon As Possible BBL Be Back Later FWIW For What Its Worth GTSY Glad To See You IC =Â » I See IRL =Â » In Real Life LY =Â » Love Ya TNT =Â » Till Next Time o:-) =Â » Angelic >:-( =Â » Angry |-I =Â » Asleep : =Â » Crying :-) =Â » Crying with Joy :-( =Â » Crying Sadly :-9 =Â » Delicious, Yummy

Influential Essay :: essays papers

Influential Essay A lot of people take their driver’s license for granted, and believe me I use to take it for granted too. But ever since I lost my license, I will never take it for granted again. There are many ways to lose your license, but this is the way I lost mine. After I got done listening to music at the Concert Cafà ©, my friends and I went out to eat. When we were done eating, I told them I was going to head back home. They told me that they were going to stay in town for awhile. So, when I was about three quarters of the way home, all of the sudden a car just passed me. I noticed the car right away, it was my friends that said they were going to stay in town for awhile. So I caught up to them and we were going about 55 mph in a 35 mph speed limit. When my friends approached another car they passed him so I did the same. Now we were going about 65 mph in a 45 mph speed limit. My friends kept accelerating so I thought to myself, â€Å"How am I going to get pulled over if I am following another car?† After our speed finally settled at around 80 mph we were still in the 45 mph speed limit. About four miles later when were still cruising at 80 mph, but n ow in a 55 mph speed limit I saw red and blue lights in my rearview mirror. So, I pulled over and so did my friends. When the cop approached us he pulled ahead of me, but behind my friends. I thought to myself, â€Å"All right, I got away.† So I pulled back out on to the road, but the cop didn’t move out of the lane. Then I pulled back onto the shoulder of the road and the cop nestled his way in between my friends and myself. We both ended up getting a ticket for going 79 mph in a 55 mph speed limit. We both got a ticket for $172.90 and six points on our license. When I got my second ticker I was dropping off a letter to my priest and I was on my way home.

Use of Literary Techniques in Miltons Sonnet Essay -- Milton Sonnet

Use of Literary Techniques in Milton's Sonnet At the prime of his life, Milton was struck with blindness. As a result of this tragedy, Milton created a sonnet about his blindness. He questioned the meaning of this tragedy, of the future, and God for his blindness within the sonnet. Within Milton's sonnet about his blindness: figurative language, personification, his intent and prosody are adopted to   convey his questions and heart felt acceptance of his blindness.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Milton uses figurative language to express his grievances and discontent. He reflects upon his life and "how my light is spent," or the time he had his sight. Milton then expresses the feeling of the "dark world and wide" of the blind as his introduction to his questions. He begins to question his writing that only death can take away ("...one talent which is death to hide.."),   "lodged... useless" within him because of his new blindness. As a result, Milton begins to question God, "Doth God exact day-labour, light denied?" Milton wonders as to the meaning of his blindness; Does God want him to continue to write, even with his blindness, or what does God really mean? At first his tone seems harsh, but his feelings are redirected as he answers his own questions in time. His last question to God, was answered by himself as he realizes that he cannot blame God for his actions. His figurative language from the point he begins to question, up to where he begins to answer his own questions are full of implications of his thought. These implications must be picked out in order to make sense of the feeling and statement Milton is trying to make. ... ... He has accepted the fact that he is blind and has answered his own thoughts on God. Milton believes that he must make a choice to go on with his writing or "stand and wait," as he must bear the burden and continue or stop.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In conclusion, Milton uses many literary techniques to express himself as he confronts his feelings with blindness within this sonnet. The uses of figurative language to introduce the dilemma and to personification for change to the solution of his problems are effectively used to contrast the mood. His prosody and intention with words creates an imaginative thought process and detail towards the sonnet. Overall, his techniques combine to convey the theme of acceptance and realization. Milton has inferred that whether or not he continues to write depends on himself and serving God.

Islamic, Ancient Egyptian, and Ancient Greek Art Essay

Elisabeth Siddiqui has written: â€Å"Art is the mirror of a culture and its world view. There is no case to which this statement more directly applies than to the art of the Islamic world. † Seeing that Muslims are believers in only one true God of the universe, they have been advised by Prophet Muhammad not to make pictures of human beings, for these pictures may often turn out to become idols for people, thereby turning them away from the Lord of the universe. Hence, Islamic art has focused on anything other than the human form. Muslims have used Arabic calligraphy to express their creativity in countless art works. â€Å"Arabic script lends itself wonderfully to decorative use,† writes Siddiqui. It is the language of the Qur’an, even if it is used to write something other than the Qur’anic verse. The choices are limitless. Thus we find a beautiful piece of calligraphic art as an inscription on a carved wood panel from a door that was made in the late medieval Islamic period (See Appendix). The inscription on the panel consists of the signature of its maker. The script is monumental, with large and rounded proportions. The seven words of the inscription are deeply carved in three horizontal registers. These are set against a scrolling leaf background (Late Medieval Period, 2004). Contrary to the believers in the unseen God, the ancient Egyptians were Pharaoh worshippers. The king of ancient Egypt was the Pharaoh, who appeared larger than life in the art works of the period. Ti Hunting the Hippopotamus is a wonderful depiction of the subject (See Appendix). Carved on a surface of a stone, this is a relief using the typical ancient Egyptian style of frontalism, in which the head is drawn in profile while the body is seen from the front. In this ISLAMIC, ANCIENT EGYPTIAN, AND ANCIENT GREEK ART Page # 2 picture, Ti is enormous as compared to his slaves as well as the animals. He is the god of both slaves and animals, and is therefore shown as a higher being as compared to the lesser beings. The slaves in the picture are relaxed. So are the animals. Moreover, the animals shown are more realistic than all humans, perhaps because of the ambivalence felt by the artist toward both the â€Å"higher† and the â€Å"lower beings† within humans (Kremen, 1996). Lastly, the ancient Greeks, who also had plenty of gods and goddesses, downplayed the divine aspects of their gods, unlike the Egyptians, by giving their gods a typically human form. There did not have to be higher or lower beings in ancient Greek art. Instead, the most perfect of figures created were recognized as gods naturally. The ancient Greek civilization enjoyed the beauty of the human form, including the naked human form which was admired for its harmonious proportions. The Torso of Apollo is one of the most perfect examples of this art (See Appendix). Made in 2nd century AD, the torso of marble shows young Apollo, the Greek god of light, music, archery, healing, atonement, prophecy and flocks and herds. The figure was popular with both Greeks and ancient Romans. It is an unclothed manifestation of splendor and courage, only expected to be shown of Apollo, who wears a belt over one shoulder to which a quiver of arrows were attached at his back (Torso of Apollo). By showing the god as distinctly human, the artist inspires into viewers the spirit to take Apollo for a courageous model and turn into heroes themselves. Thus all art appears as a mirror of its culture and the worldview. References 1. Kremen, Lisa. (1996, December). â€Å"Understanding Egyptian Art. † Egyptian Art. Retrieved from http://www. bergen. org/AAST/Projects/Egypt/egyptian_art. html. (10 February 2007). 2. â€Å"Late Medieval Period. † (2004). Islamic Art. Los Angeles County Museum of Art. Retrieved from http://www. lacma. org/islamic_art/intro. htm. (10 February 2007). 3. Siddiqui, Elisabeth. â€Å"Islamic Art. † MSA. Retrieved from http://www.colostate. edu/orgs/MSA/index. html. (10 February 2007). 4. â€Å"Torso of Apollo. † DIA Galleries Ancient Art. Retrieved from http://www. dia. org/collections/Ancient/ancient. html. (10 February 2007). ISLAMIC, ANCIENT EGYPTIAN, AND ANCIENT GREEK ART Page # 4 Appendix Islamic Art Ancient Egyptian Art ISLAMIC, ANCIENT EGYPTIAN, AND ANCIENT GREEK ART Page # 5 Ancient Greek Art.

Gatsby And The Pink Suit Essay

Today’s world is full of copycats and stereotypes of people who do not know how to really be themselves. It is rare that a true individual comes along. Although many may try, it is hard to differentiate oneself from the rest of the world. Gatsby, the main character in F. Scott Fitzgerald’s The Great Gatsby, has a peculiar way of drawing himself away from the usual stereotypical wealthy man. During one chapter of the book, Gatsby was dressed in a bright pink suit. This uniqueness, such as the pink suit, reflects Gatsby’s need for attention from his love, Daisy; his desire to show power and wealth and his poor upbringing. Gatsby has a unique way of dressing and presenting himself that portrays his odd placement in this wealthy and prestigious class. One reason why Gatsby dressed and acted so differently from everyone, was, in fact, to make himself stand out for his love, Daisy. Gatsby had been in love with, and searching for Daisy for almost five years. â€Å"†¦he’s read a Chicago paper for years just on the chance of catching a glimpse of Daisy’s name† (84). It is possible that he dressed so lavishly and extremely to make her notice him. He finally found Daisy, but he did not want to simply run out and marry her. Gatsby wanted to draw her to him, and he wanted her to see his wealth and substance. He even threw remarkably extravagant parties and † . . . he half-expected her to wander into one of [them], some night . . . but she never did† (84). He hoped that his extreme attire would help him to stand out of the crowd and attract Daisy. Gatsby succeeded in attracting Daisy because just the mere sight of his colorful shirts in his closet brought Daisy to tears. â€Å"†¦the soft rich heap mounted higher–shirts with stripes and scrolls and plaids in coral and apple green and lavender and faint orange with monograms of Indian blue . . . Suddenly . . . Daisy bent her head into the shirts and began to cry stormily . . . ‘It makes me said because I’ve never seen such-such beautiful shirts before'† (98). He knew that Daisy would be attracted to a man who dressed and acted as an individual, not as a specific class. Gatsby also knew that Daisy would not just notice any man, but she would notice a man with power and money. When people dress and own things so outrageous, it is most likely to show their wealth and power. Others know  that these people have money because they buy the most heinous clothing and unreasonable items, and when people have a great deal of money, they automatically have a great deal of power. Those with the most outlandish clothing and possessions portray power and authority. Gatsby was aware that Daisy would surely fall for the extravagant and powerful â€Å"gold-hatted lover† over the regular, ho-hum guy any day. He attracted her with his huge car (â€Å"cream colored† and â€Å"monstrous†) and his rather large house. â€Å"[It] was a colossal affair by any standard . . . with a tower on one side, spanking new under a thin beard of raw ivy, and a marble swimming pool and more than forty acres of lawn and garden. It was Gatsby’s mansion† (9). Gatsby showed his power by not abiding to the wealthy â€Å"dress code† and making himself appear different from everyone else. Also supporting Gatsby’s reason for being so different, is the fact that Gatsby does not know the proper way to uphold the prestige of being wealthy because of less than proper life as a child and young man. His real parents were by no means wealthy. â€Å"[They] were shiftless and unsuccessful farm people-his imagination had never really accepted them as his parents at all† (104). Gatsby was not raised in a distinguished or notable household; therefore, he never really knew how to act properly. Even after his childhood, he was not â€Å"trained† to be well-mannered and in his late teens he lived quite a plain life. For example, † . . . he had beaten his way along the south shore of Lake Superior as a clam digger and a salmon fisher or in any other capacity that brought him food and bed† (104). When Gatsby became rich all of the sudden, he obviously had to change the way he acted and dressed. He never conformed to the all-too-familiar wealthy dress code. Not only were his nonconformist ways seen in his clothing, but also in other items he owned, such as his car. â€Å"Everybody had seen [Gatsby’s car]. It was a rich cream color, bright with nickel, swollen here and there in its monstrous length . . . † (68). Gatsby’s outrageous car and house portray that because of the fact that he was not brought up wealthy, when he became so, he desired to have the best and biggest of everything. He never knew the â€Å"right† way to dress and act, and this ignorance caused many of his lavish clothing and items. Gatsby went over the top when he became wealthy, because of his plain and non-extravagant environment as a child and young adult. Gatsby was the opposite of a normal wealthy man of the 1920’s. He dressed in bright colors and owned outrageous possessions. Gatsby acted this way to make his love, Daisy, notice him; to show his power and wealth; and simply because he was never taught the basic mannerisms of being rich. Gatsby did not need or want to conform his ways of dressing and living with those of his high upper class. He was an individual and went against the flow, as plainly seen with his crazy pink suit. He attracted his love, and showed his power by not doing what was said to be normal and typical for his upper class position.

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: