Music in the marketplace Essay Example | Topics and Well Written Essays - 250 words

Music in the commercial center - Essay Example The spot smelt new with blossom fragrances everywhere throughout the earth arrangement. Beverages were served to the couples as it appeared like the occasion was looked for of a celebration. There was no other sound perceptible in the earth and the space was adequate to ease development or a move. The music in this setting is significant in characterizing the space and helps in making the personality for the brand. The music caused me to feel revived, and different individuals from the crowd felt loose, particularly because of the smell of the earth and the smooth sentimental music. The other club visited a couple of miles away had an immediate stand out from where sentimental tunes were being played. The subsequent club played awesome music with a major number of individuals in participation. The spot was stodgy, and nobody appeared to appreciate the quietness of the earth. Then again, there was a perceptible sound originating from a building site a factor that influenced the music. Basically, the club had constrained space due gigantic number of individuals. Despite the fact that the remainder of the crowd for the most part appeared to appreciate the second and the music, I did

The Role of Service Industry in the Economic Development Free Essays

string(66) information of work commitment for a long time have been explained. Research Journal of Finance and Accounting ISSN 2222-1697 (Paper) ISSN 2222-2847 (Online) Vol 3, No 5, 2012 www. iiste. organization The Comparative Growth of Service Sectors in Bangladesh Mohammad Shahidul Islam1, Md. We will compose a custom article test on The Role of Service Industry in the Economic Development or on the other hand any comparable theme just for you Request Now Musa2, Rajib Kanti Das3 1. Aide Professor, School of Business, University of Information Technology and Sciences, 40/1 Jakir Hossain Road, Khulshi, Chittagong, Bangladesh Tel: 88-01190-955692 E-mail:shahidulislam28@yahoo. com 2. Teacher, School of Business, University of Information Technology and Sciences, 40/1 Jakir Hossain Road, Khulshi , Chittagong, Bangladesh,Tel: 88-01819-619269 . Email: musa0999@gmail. com 3. Aide Professor, Faculty of Business Administration, BGC Trust University Bangladesh * E-mail of the comparing creator: shahidulislam28@yahoo. com Abstract The Economy of Bangladesh is characterized into three parts. Of these, the normal commitment of administration area, industry segment, agribusiness division to the GDP are 49. 33%, 28. 42% and 22. 42% separately. In this way, the administration segments contribute the greater part of the improvement of national economy. The exploration points are to break down the near commitment of administration part with different areas, the effect of exchange progression of administration segment and to give the proposals to improvement of administration division. It is taken an example of ten years information of GDP from 2000-01 to 2009-10 for breaking down the correlation of administration division with different areas (industry and farming). The normal development rates between administration divisions and industry parts or horticulture area or all out GDP are broke down with‘t’ test. The normal development pace of administration part, inudsty segment, and agribusiness segment are 6. 17%, 7. 49%, 3. 21% separately. The development of administration division is more than the farming area however not exactly the business segment (result of‘t’ test). The paper additionally uncovers that all out exchange deficiency of administration is expanding throughout the year. The normal work of Agriculture, Industry, Service to add up to business are 58. 89%, 12. 39% and 25. 36% individually. The paper accentuates for the improvement of Tourism area, Software, Transportation and Financial srvice, Education with quality, and so on. Catchphrases: GDP, Service, Agriculture, Industry 1. Presentation The Economy of Bangladesh is growing one. It is fundamentally separated into three essential segments viz. Administration, Agriculture and Industry. Among the Economic Sectors in Bangladesh, Service area is generally significant. The commitment of administration part to the GDP is about half (Bangladesh Economic Review-2010). Along these lines, Service divisions impact the improvement of national economy. There is a dormant interest for administrations in Bangladesh. To determine the need of administrations for enormous populace of Bangladesh, such areas are to be opened for private business people with required control. The huge commitment of administration part and an expanding pattern in that have assumed a significant job in high development of GDP. The investigation of last not many years’ information gives a reasonable thought on the wonder. The commitment of the business part to the economy of Bangladesh has been expanding step by step. With the end goal of national salary bookkeeping, Bangladesh Bureau of Statistics (BBS) separates the economy into fifteen segments (Bangladesh Economic Review-2010, Ministry of Finance). 2. Issue explanation From the development of generally speaking size of Economy, it is hard to distinguish the criticalness of explicit segment. Legitimate supporting of fundamentally contributory division, the development of Economy might be stood up to. Beforehand there was no distinction among Services and Products. Administration idea is the advanced issue on the planet. The vast majority of the business is identified with administrations. Indeed, even the item itself offers the support to the clients. So the administrations are the imperative issue now. The monetary parts ordered by Bangladesh Government are Hotel and Restaurant, Retail exchange and Wholesale exchange, Transportation and Communication, Real state and Renting, Financial Institution, Public Administration and Defense, Education, Health and Social Services, Community and Personal Services are incorporated under Service Sectors. So they possess a significant portion of absolute financial matters segments. Thus, significance of administration is noteworthy. For Economic improvement we generally think in regards to industry and horticulture segments rather administration divisions. In any case, significant segment in the economy is administration part. In the cutting edge world, administration is required in each period of life. Individuals anticipate better assistance. Our open areas 178 Research Journal of Finance and Accounting ISSN 2222-1697 (Paper) ISSN 2222-2847 (Online) Vol 3, No 5, 2012 www. iiste. organization including open ventures are biggest segments in the economy. Be that as it may, these divisions are losing concern. The open area can't offer serious support. In this way, individuals go to private areas, for example, budgetary foundations, transportation, emergency clinics, instructive organizations, and correspondence media for better assistance. Be that as it may, the development pace of administration segments is either underneath anticipated level or not according to its significance in the economy. From this examination the issues of administration areas are recognized. For expanding the expectation for everyday comforts of the individuals the administration idea has come to lime light. Administration promoting and administration the board will get the significance to build up the administration parts in Bangladesh. The examination points are to investigate the near commitment of administration segment with different divisions, the effect of exchange advancement of administration part and to give the proposals to improvement of administration area. 3. Targets of the Study Some particular destinations are set for this exploration. The key goal of this examination is to assess the near situation of administration part. To achieve this fundamental target, following explicit goals are set: I. To direct the similar examination of administration segment with Agriculture and Industry parts. ii.. To examine the effect of Liberalization on Service parts iii. To give the suggestions to advancement of Service segment. 4. System This examination has utilized generally auxiliary information have been utilized for investigation. Information have been gathered from Bangladesh Economic Survey, Bangladesh Bureau of Statistics, Bangladesh Bank, World Bank, and Internet sites, Books, Newspapers, Magazines and Journals. We have utilized required information for a long time from 2000-01 to 2009-10 for breaking down the commitment of monetary parts, development pace of every segment viz. administration, industry and agribusiness. Information of administration fare and import from 2004-05 to 2009-10 (five years) and the information of work commitment for a long time have been clarified. You read The Role of Service Industry in the Economic Development in classification Paper models 4. 1 Analysis of information: The information have been dissected utilizing diagram, outline and some other straightforward factual instruments. The development pace of administration segments (pattern) is appeared by graphical introduction. The absolute commitment of administration segments and part astute portion of significant areas are demonstrated graphically. The normal development rates between administration areas and industry divisions or farming segment or all out GDP have been looked at by student’s‘t’ test. 4. 2 Hypothesis test 4. 2. H 0 :  µ1 =  µ 2 (There is no huge contrast between the development pace of administration divisions and industry parts. ) 4. 2. 2 H 0 :  µ1 =  µ 2 (There is no h uge distinction between the development pace of administration areas and horticulture parts) 4. 2. 3. H 0 :  µ1 =  µ 2 (There is no critical distinction between the development pace of administration parts and the development pace of absolute GDP) 5. Examination and Results 5. 1. The Contribution of Service Sector Off all the areas, administration division is conspicuous one. Administration part has the developing potential to be driver of practical monetary development and critical neediness mitigation in Bangladesh. Administration part in Bangladesh is the biggest segment. From the table 2(a), it is seen that the commitment of the administration division is normal 49. 33%. It is consistent over the period. The commitment of administration parts are 48. 77% in 2000-01 and 49. 90% in 2009-10. Figure-1 shows commitment of various divisions in GDP. The groth pace of srvice area is consistent. The normal development is 6. 17%. The development rates are 5. 43% ,6. 40%, and 6. 59% in 2001-02, 2005-06, 2009-10 individually. 5. 2. Development of Sub-areas of Service Sector Growth pace of administration division is consistnent and contineous. From the Table 1(b), it is indicated that the four sub areas â€(i) Trade (ii) Transport, stockpiling and correspondence (iii) Realstate leasing and different Business exercises (iv) Community, social and individual administrations contribute more in GDP which are 14. 06%, 10. 07%, 7. 98%, 7. 39% 179 Research Journal of Finance and Accounting ISSN 2222-1697 (Paper) ISSN 2222-2847 (Online) Vol 3, No 5, 2012 www. iiste. organization individually. However, The development rate is more for the Education, Banking, Public organization, Transportation which are 8. 42%,8. 13%, 7. 88% ,7. 48% individually. 5. 3. Relative Analysis of Service Sector with Agriculture and Industry Sector From the similar introduction of the divisions, it is discovered that administration part is sustaiable as far as development and commitment to toal GDP. From the Table 2(a), 2(b) and figure - 2, it is demonstrated that the normal commitment of administration segment, industry and agriculute areas are 49. 33%, 28. 42%, 22. 25% individually. Thus, the administration area is the half of all out part of economy. The development pace of administration part, inudsty sector,and horticulture secture are 6. 17%, 7. 49%, 3. 21% separately. Here, from the figure-2, it is seen that the

Matlab Simulation for the DiPPM with RS system Essay

Matlab Simulation for the DiPPM with RS framework - Essay Example The Matlab programming was utilized to reproduce the DiPPM framework (Appendix-?). The framework configuration was relied upon the DiPPM framework troth table, table ( ). The DiPPM framework program contains two fundamental segments, DiPPM coder and DiPPM decoder. The initial step is a clock and an irregular paired PCM signal producing. The created PCM signal is changing each running of the reproduction to deliver an alternate double PCM signal. In this manner, distinctive DiPPM beats are being formed. The subsequent advance is calling the DiPPM coder subroutine. The DiPPM coder subroutine was utilized to make the DiPPM signal (SET and RESET) from the double PCM signal. Each change from zero to one in PCM succession gives SET in DiPPM signal, and the change from one to focus in PCM grouping produces a RESET beat in DiPPM. No heartbeat produced in DiPPM signal when the PCM succession doesn't change. The third step in this program was utilized to recover the first PCM arrangement from the DiPPM succession (DiPPM decoder). The program is going to create a twofold one in PCM arrangement when it gets a SET heartbeat, and it proceeds until a RESET beat is gotten to deliver a parallel zero. The fourth step of the program is applied to change the parallel succession (one and zero) to beat shape. Plots yield for the DiPPM coder and decoder framework were set in the last piece of the program. Figure (5.1), shows the DiPPM framework results for two distinctive PRBS PCM arrangements. Each run reproduction produces four line yield plot, check succession in the principal line, at that point the PCM grouping and DiPPM and Decoded PCM arrangement are coming separately. It is obvious from the figure that the framework filling in as the DiPPM hypothesis referenced, part three. The principal work is for RS encoder and the second capacity for RS decoder. The encoder work encodes the message in (msg) utilizing a [n,k] Reed Solomon code and determines the generator polynomial (genpoly) for the code. The message is a Galois cluster of images having m bits each.

Only Invertebrate Animals Are Used - Free Essay Example

Imagine, one day you come home from school or work and your beloved pet is missing. You post signs everywhere only to find your pet on the streets with red puffy eyes, and he is unable to even open them. Your pet has a tag on it saying, experiment #212 with the logo of your favorite makeup brand. You take your pet to the vet to find out that they have been tested on with some kind of chemical compound similar to mascara. Unfortunately, your pet has passed away due to the vet not being able to fix the complications from the infection. Your pet was one result of millions of animals being tested on for cosmetic purposes. Animal testing for beauty products should be illegal in the United States because it may permanently harm an animal or kill it. However, it is okay in the rare case that animal testing is used for medical purposes. Animal testing for beauty products began as early as 1938 when makeup and all of those things became more popular. Animal testing is when live-animals undergo a test for a formula in makeup, or a chemical going into the formula to test if its harmful to human skin or eyes. Only invertebrate animals are used, like mammals. Some people think that animal testing just stops at rats/mice but, for beauty products testing it can be dogs, cats, rabbits, and monkeys. Approximately, 100,000-200,000 animals suffer and die every year as a result of animal testing for beauty products. As previously stated, animal testing is to ensure that the makeup formula or a chemical going into the makeup is not harmful to our skin and eyes. To explain it a little more, they test it for its overall toxicity. If a beauty product like shampoo, sunscreen, eyeshadow, or mascara could permanently blind a person or burn their skin off, why would they want to use it? They use it because the companys products are in demand because of popularity. Popularity like celebrity endorsements, youtubers, or Instagram stars. The company should just use less harmful chemicals in their products so that they do not have to test the products on animals. A controversy surrounding animal testing is that the animals may suffer and die as a result of the pigment is just beautiful or my winged eyeliner looks flawless. These animal testings are cruel to animals, correct? Well, the United States has animal cruelty laws in all 50 states, yet this is still legal. Some companies have already banned animal testing with their beauty products, and are trying to put an end to all of it. The beauty company LUSH. For more than 30 years, they have been fighting against animal testing. Its Cruel and ineffective, and despite some changes in the last four decades, theres still so much more to be done, says the LUSH company. This company advertises for animal testing awareness on all of their products like bags, packaging, and even on the receipts. In Europe, India, Israel, and Norway animal testing for cosmetics are banned. One good thing that has come out of animal testing, is animal testing for medical purposes. Due to animals and people being able to get the same illnesses some research is very beneficial to humankind. All medical research is planned out, and experts only use animal experimentation for urgent purposes. Scientists do try to keep the welfare of the animal in mind as they are experimenting, which means a small number of an applicable species can be used. Veterinarians are an essential part of the medical research team. The veterinarians make sure that the animal is being treated humanely and they also provide the medical/surgical support. The animals are protected through laws, regulations, and policies to provide humane treatment to all of the animals in the research. The Public Health Service Policy on Humane Care and Use of Laboratory Animals, the Guide for the Care and Use of Laboratory Animals, and the Animal Welfare Act give details about day-to-day animal care. Some good examples of animal testing for medical research would be on dogs to discover insulin for people with diabetes, monkeys for the polio vaccine, pigs for skin grafts for burn victims, and mice for a rabies vaccine. Many people are against animal testing for beauty-products but, of course, we have people that would love to say that it is okay. Animals are a great way to further research on humans. This makes sense but, not all animals have the genetic makeup of a human. That means that these innocent animals that are not similar to humans were just inhumanely slaughtered all in the name of research. If scientists would like to discover more about humans, they could find some humans that have no problem being tested on. Some people believe that animal testing is cheaper than others. This is also false. The USA spends $16 million dollars annually for animal testing at the taxpayers dollar. Animal testing with beauty products is a short and fast process. The process to test if a companys eyeliner is not harmful, takes a while because they have to wait for the animals eyes or skin to get red, irritate, or burn. Chemicals are left on animals for up to 2 weeks to make sure all the side effects or infections are caught in the research before sending the product out in the market. Some alternative methods for animal testing are Computer models, Cells and tissue cultures, and Alternative organisms. The first method, Computer models. Computers can help to understand basic biology. There are computer generated simulations that can predict various biological and toxic effects of a chemical drug without animal testing. A common know software is Computer Aided Drug Design (CADD) which is used to identify the probable binding site and hence avoids testing of unwanted chemicals having no biological activity. Then when results are found, instead of putting animals through the whole process of testing, they can be used in the final stage for confirmation. The second method is the Cells and tissue cultures. The use of in vitro cell and tissue cultures which involve the growth of cells outside the body in a laboratory environment which can be an important alternative for animal experiments. Cells and tissue from the animals different organisms are taken out and can be stored outside if the body for months or even years. The chemical or formulas can then be tested on the cell or tissue and can see the reaction. The benefits correlated with these techniques are easy to follow, less time consuming, and less expensive. These methods are usually used for screening of a potential drug or chemical to check the toxicity. The third method is Alternative Organisms. The whole reason for using animal testing is to use animals with vertebrates, as stated before. So in this case, scientists could use alternative organisms like lower vertebrates, Danio rerio, this fish has a transparent body which gives easy visual access the internal anatomy. Another organism would be invertebrates, Drosophila melanogaster, also known as the fruit fly. This genome is a very common invertebrate studied in science. In Conclusion, animal testing should be illegal for beauty products because it harms the animals permanently, damages their eyesight or skin, and could potentially kill the animal if the chemical is harsh enough. If the chemical is that harmful, to begin with then those chemicals should not be distributed on the market. Using alternative methods would help the human population and keep all the animals safer. The exception to animal testing would only be for medical research to help the human race due to some animals containing the same genomes or genetic makeup as humans do.

The Popularity Of Teen Pregnancy - 1660 Words

The popularity of teen’s pregnancy worldwide has become a major concern in recent years. It is viewed as a global crisis as the increasing number of teenage girls bearing children outside of marriage or before graduating high school continue to rise. There are many reasons to scale down the teen pregnancy rate, and the financial costs of teens giving birth are important. After highly dropping for almost a decade-and-a-half, United States’ teen birth rate percentages began edging skyward in recent years. Experts aren t sure whether the run will continue and say there are various causes. A drop-off in contraceptive use that began in the early 2000s is as good as HIV/AIDS treatments diminished fear of the disease is an important factor. After the Obama administration ended the Bush administration protocol on federally funding only sex-education programs with abstinence until marriage. Rather, allowed most funding to go to projects that have been demonstrated in large, rand omized trials to be active for pregnancy to be stalled. Critics contend have not been evaluated by researchers and are the only ones that teaches the value of committed relationships (Clemmitt). There are nearly 15 million girls below 20years globally having a child each year. Estimates show that 20–60% of these pregnancies in developing countries are unwanted. The percent of teenage pregnancies that are unexpected in the United States is estimated at 78% which makes the United States the highest teenShow MoreRelatedCauses Of Teen Pregnancy978 Words   |  4 PagesSome reasons of Teen pregnancy are absent parenting, lack of knowledge, substance abuse, living in poverty and peer pressure. The number of teens between the ages of 14-19 has substantially decreased over the last few years. While it may be declining, we still need to look at the causes. 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Negative Effects Of Tattoos - 1473 Words

Tattoos have been practised for many generations across the entire globe. We, in the Western culture, have adopted tattoos as a way to express ourselves artistically and it is quite common to possess one nowadays. As popular as tattoos have become in our western society, there are still repercussions when participating in this body modification venture. It is typical for adolescents to partake in receiving visible markings as a way to revolt against their parents or authority overall. Juveniles do not always consider the future and how such tattoos can have a destructive affect on their careers or callings. Decisions one makes in their youth will impact their life in ways one cannot imagine at the time. Certain imagery has a greater†¦show more content†¦Often people feel uncomfortable by tattoos and the image it creates. Many view them as aggressive and repulsive due to the fact they associate these markings with gangs, rebellious factions, or criminals. This places individu als with visible tattoos in a difficult position when it comes to finding an occupation where they are acceptable. In her writings, â€Å"The Implications of Body Modifications on the Hiring Process: Growing Up a Millennial and Impacting the Workforce,† Fountain-Jagodzinski claims that hiring managers in multiple careers she questioned for research had strong viewpoints regarding tattoos in the workplace. For the most part, they all claimed to not deliberately show proneness towards either side, traditional or contemporary. She concludes by saying that for the most part, the prominent element that influences the acceptable tattooing appearance is the amount of time an employer is to spend with clients and on the front line of the company (25). 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Competency of Level 4 Nursing Students on Immediate Newborn Care free essay sample

Chapter 1 Background of the Study Introduction A nurse’s responsibility requires safe and effective care within constantly evolving health care systems (â€Å"Patient safety and nursing,† Wikipedia. com). One such area to be checked is neonatal nursing in which a nurse is to provide immediate newborn care. Such care is critical at this stage for it may distinguish whether the wellness of the care given can improve the condition of the newborn or further worsen the condition of the newborn. Immediate newborn care is a step by step procedure in caring for a newborn to ensure comfort and security while providing their needs. Basically focuses on certain procedures done on a newborn upon delivery from the mother. Such procedures include clearing of their airways upon delivery, providing warmth and attachment to mother, cord care, APGAR scoring, temperature taking, anthropometric measurements, eye prophylaxis, Vitamin K administration, immunization, bathing, initial feeding and proper documentation. It is important that nurses should do the procedure accurately and with confidence. Since skills and knowledge are learned through experience, constant practice and good instructions, the practice of this procedure should be started as early as possible, especially during the internship of student nurses in the hospitals in DR and NICU areas. The researchers came up with this study to know the level of competency of level IV nursing students on immediate newborn care. Knowing the level of competency of the student nurses on this procedure may give good insights on how well does the students perform the procedures and may suggest any possible reforms in their learning process. Theoretical Framework According to Bandura, people learn from one another through observation, imitation, and modeling. People learn through observing others’ behavior, attitudes, and outcomes of those behaviors. â€Å"Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action† (Bandura). Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences. Necessary conditions for effective modeling: 1. Attention — various factors increase or decrease the amount of attention paid. Includes distinctiveness, affective valence, prevalence, complexity, functional value. One’s characteristics (e. g. sensory capacities, arousal level, perceptual set, past reinforcement) affect attention. 2. Retention — remembering what you paid attention to. Includes symbolic coding, mental images, cognitive organization, symbolic rehearsal, motor rehearsal. 3. Reproduction — reproducing the image. Including physical capabilities, and self-observation of reproduction. 4. Motivation — having a good reason to imitate. Includes motives such asA past (i. e. traditional behaviorism), promised (imagined incentives) and vicarious (seeing and recalling the reinforced model). Bandura believed in â€Å"reciprocal determinism,† that is, the world and a person’s behavior cause each other, while behaviorism immediately states that one’s environment causes one’s behavior. Bandura, who was studying adolescent aggression, found this too simplistic, and so in addition he suggested that behavior causes environment as well. Later, Bandura soon considered personality as an interaction between three components: the environment, behavior, and one’s psychological processes (one’s ability to entertain images in minds and language). Bandura bases his theory on the acquisition of complex behaviors on a triangular diagram illustrating the interactive effect of various factors. These three factors are behavior (B), the environment (E), and the internal events that influence perceptions and actions (P). The relationship between these three factors is known as reciprocal determinism. A major difference between Banduras social-cognitive theory of learning and earlier theories is his definition of learning. He noted that persons acquire internal codes of behavior that they may or may not act upon later. Therefore, he divided learning and performance as two separate events. Learning was the acquisition on the internal symbolic representations in the form of verbal or visual codes, which could serve as guidelines for future behavior. These memory codes of observed behaviors are referred to as representational systems and divided into two types of systems, visual and verbal-conceptual. The first is concerned with abstractions of distinctive features of events instead of just mental copies; the second would be the verbal form of details for a particular procedure. The modeled behavior serves to convey information to the observer in one of three different ways. One is by serving as a social prompt to initiate similar behavior in others. The second is by acting to strengthen or weaken the exiting restraints of the learner against performance of particular behaviors. The third influence is to transmit new patterns of behavior. Bandura describes three types of modeling stimuli, which are live models, symbolic models, and verbal descriptions or instructions. Of these three, in American society, the greatest range of exposure is in the form of symbolic models through mass media. Bandura (1977) states: Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action (p22). Conceptual Framework The researchers based their study on the assumption that the immediate newborn care is an area of health and nursing care services that should be given emphasis, for newborns are very fragile and should be handled with care especially in their first few hours of life. In the professional nurse’s role, performance of her responsibilities and functions to competently perform the immediate care for newborns and prevent any untoward trauma on the client. The paradigm shows in Column I, the profile of the respondents as to age, sex and their assigned hospitals and the level of competency on the immediate newborn care. This would be a tool to know if there’s any difference as to respondents’ age, sex and their assigned hospitals (DR-NICU) it also includes the level of competency of the respondents on immediate newborn care as to: airway clearance, attachment and warmth, cord care, activity/muscle tone, pulse/heart rate, grimace, appearance, respiratory effort scoring, temperature taking, anthropometric measurements, eye prophylaxis, vitamin K administration, immunization, bathing, initial feeding and proper documentation. Column II shows the implementation of data gathering utilizing a descriptive design using a questionnaire, which in Column III the output, results in the measures to address any possible findings in the level of competency of level IV nursing students on immediate newborn care. Research Paradigm INPUT (I) PROCESS (II) OUTPUT (III) Statement of the Problem General Purpose: This study will determine the Competency of Level IV Nursing Students on Immediate Newborn Care. Specifically, dealing successfully with the main problem, this study will answer the following questions: 1) What is the profile of respondents as to: a) Age b) Sex c) Assigned Hospitals (DR, NICU) 2) What is the Level of competency of level four nursing students on immediate newborn care as to: a) Airway Clearance b) Attachment and Warmth c) Cord Care d) Activity/Muscle Tone, Pulse/Heart Rate, Grimace, Appearance, Respiratory Effort Scoring e) Temperature Taking f) Anthropometric Measurements g) Eye Prophylaxis h) Vitamin K Administration i) Immunization j) Bathing k) Initial Feeding ) Proper Documentation 3) What is the difference in the level of competency among the level four nursing students on immediate newborn care as to: a. Age b. Sex c. Assigned Hospitals 4) What is the difference in the level of competency on the respondents who were assigned to government hospitals and private hospitals? Hypothesis There is no significant difference in the level of competency among the lev el four nursing students as to: a. Sex b. Age c. Affiliated Hospital Scope and Delimitation: This study will identify the level of competency of level IV students on immediate newborn care. The respondents include level IV nursing students of the University of Pangasinan who were assigned to DR and NICU in both public and private hospitals. The study centered on the level of the competency of the respondents on immediate newborn care as to: a) airway clearance, b) attachment and warmth, c) cord care, d) activity/muscle tone, pulse/heart rate, grimace, appearance, respiratory effort scoring, e) temperature taking, f) anthropometric measurements, g) eye prophylaxis, h) vitamin K administration, i) immunization, j) bathing, k) initial feeding, l) proper documentation. The checklist type questionnaire will be used as the data collecting tool. The questionnaire included items corresponding to all areas expressed in the specific questions asked and carefully prepared by the researcher to guarantee the collection of all data necessary to answer the main problem. Significance of the Study: The findings of the study will be highly significant to the following: To the Level IV Student Nurses. This study can determine the respondents’ level of competency on immediate newborn care and what improvements may be made for the betterment of service to the involved patients, which are the newborn and their family. To the Newborns and Their Parents. Newborns as the direct recipient of care and their parents will benefit much on any possible findings in the performance immediate newborn care by nursing students in the field. To the Nursing Professors and Clinical Instructors. The study done can provide information on the performance of their students and what needs to be restated, reinstructed, and practiced for the betterment of the knowledge and skills of the level IV student nurses To the Researchers. This research presented can determine the level of competency of level IV student nurses on immediate newborn care and what improvements may be done for the betterment of the different procedures. To the Nursing Professionals. Both nursing educators and clinical practitioners in the area of newborn care practice, will be able to utilize the findings from this study to integrate these to their teaching and practice accordingly towards the full development of nursing education and practice. Definition of Terms The researchers present the following terms appropriately defined according to their usage in the study to aid readers in easily comprehending the contents of the whole study. Competency ? Having the sufficient knowledge and skills in doing a procedure. Level IV Nursing Students ? The correspondents of the study who have already attained immediate newborn care knowledge and skills. Immediate Newborn Care ? This regards the procedures done in caring for newborns upon delivery. a) Airway Clearance ? A procedure done to clear secretions in the mouth and nose of a newborn upon delivery for the patency of airway. ) Attachment and Warmth ? Skin to skin contact of newborn with the mother and the immediate drying of newborns to prevent hypothermia and to promote mother and child bonding c) Cord Care ? The proper clamping and cutting of the umbilical cord. d) Activity/Muscle Tone, Pulse/Heart Rate, Grimace, Appearance, Respiratory Effort Scoring ? An assessment scale used as standard since 19 58 (APGAR et al. ,1958). Done at 1 minute and 5 minutes after birth. e) Temperature Taking ? It is the checking of the newborn’s temperature with the use of a digital thermometer. ) Anthropometric Measurements ? Taking measurements of newborn’s weight, length, and head and chest circumference. g) Eye Prophylaxis ? Procedure done by instilling a medication in the newborns inner to outer canthus of the eye to prevent infections. h) Vitamin K Administration ? Injection of vitamin K intramuscularly to newborns which is necessary for blood coagulation to prevent bleeding. i) Immunization ? Vaccination against Hepatitis B that all newborns receive within 12 hours after birth. And vaccination of BCG (Bacillus Calmette Guerin) at birth. j) Bathing ? Procedure done 6 hours after birth of newborn with the use of soap and water. k) Initial Feeding ? Feeding of a Newborn through breastfeeding by the mother. l) Proper Documentation ? Performed by placing proper identification on the newborn, foot printing for birth registration is filed with the infant’s birth record, birth record documentation, including the time of birth and the procedures done. Chapter 2 Related Literature and Studies Foreign Literature †¢ Effect of Training for Care Providers on Practice of Immediate Newborn Care in Hospitals in Sri Lanka. By:Upul Senarath , Dulitha N. Fernando , and Ishani Rodrigo Training programs for health care providers are commonly viewed as the key strategy to promote health care practices. Previous studies highlighted that the implementation of such programs is followed by moderate improvement in ENC practices in hospital settings ( Harris et al. ,1995; Vidal et al. , 2001 ). Among the programs that addressed specific areas, breastfeeding training has shown remarkable Effects with significant increase in breastfeeding indicators ( Cattaneo Buzzetti, 2001; Vittoz, Labarere, Castell, Durand, Pons, 2004; Westphal, Taddei, Venancio, Bogus, 1995 ). Findings of the present study suggest that the implementation of a comprehensive 4-day training Program of ENC can be followed by a significant improve improvement in the practices of cleanliness at delivery, thermal protection, preparedness for resuscitation, and neonatal Assessment in the labor room. The training may possibly have an effect in reducing undesirable health events among low-risk newborns during the postnatal stay. This intervention may not be sufficient for health care providers dealing with high-risk newborns who need care in specialized settings. In general, the practices that were at a lower level during the baseline improved significantly after the training program. There were some differences in the baseline level of practices between the intervention and the control groups, such as immediate skin-to-skin contact, hand washing before handling baby, and providing information to mother after examination. However, the statistical comparisons were made between before and after samples rather than between the intervention and the control groups. The higher levels of immediate skin-to-skin contact in the control group could mainly be attributed to the lower caesarean section rate in this group compared to the intervention group. There were some declines in the control group 3 months after the intervention (e. g. , keeping newborn on a clean surface), but these changes were statistically insignificant. The significant effect of our intervention on practice may be predominantly attributed to the assessment of learning needs of the care providers and developing the Learning objectives and content based on this assessment. Before designing the intervention, a baseline survey was conducted to assess the knowledge and practices of the health care providers and mothers, and high priority was given to poor areas. Our results emphasize that in-service training programs tailored to the local situation after an initial assessment would be more beneficial than standard training using all the sections of a given manual. Another reason for changes is that the present program contained more interactive methods in the training such as demonstrations, hands-on training, and practical assignments than merely didactic sessions. Interactive training sessions that enhance participant activity and provide the opportunity to practice skills can effect change in professional practice ( Davis et al. , 1999 ). The present intervention was not effective in improving some immediate practices such as maintenance of a clean delivery surface and hand washing in the postnatal ward. These results are in contrast with the Brazilian study, where significant improvements were reported in hand washing in postnatal wards following training (Vidal et al. ,2001 ). Failure of our intervention in improving practice of cleanliness in general suggests the need to look for the availability of facilities for maintenance of cleanliness in the labor room and hand washing facilities in the postnatal ward. Thus, we recommend health managers ensure availability of immediate resources in the obstetric units especially facilities for maintenance of cleanliness in labor room and hand washing in postnatal ward. The baseline survey showed that 98. 7% of the newborns under study were exclusively breastfed at the time of discharge . Successful breastfeeding practices among the low risk newborns at hospital were attributed to the consistent efforts made by the health services in training health care providers and educating mothers during pregnancy, delivery, and postpartum periods on breastfeeding (Family Health Bureau, 2001; Jayathilaka Fernando, 2002; Senanayake Wijemanne, 1992). Social and cultural aspects, which were in favor of breastfeeding, would also have contributed in promoting these practices. However, the present study revealed that there is room for improvement in some areas such as management of breastfeeding difficulties, delay in initiation of breastfeeding especially following caesarean deliveries, and lack of support by The staff for breastfeeding in the postnatal ward. Even though preparedness for resuscitation improved following the training, we could not evaluate the resuscitation procedure in the labor room, since very few needed active resuscitation within the study sample. Evidence For effect of training on resuscitation practices in the labor room is limited except for a few studies that showed significant improvement in such practices following implementation of neonatal resuscitation programs (Ryan, Clark, Malone, , 1999; WHO SEAR, 2002 ). Further studies are needed to evaluate the impact of Entraining on resuscitation of the asphyxiated newborn. In our study, the reason for the significant improvement in Preparedness for resuscitation in the control group was not clear. Local Literature What every mom should know about newborn care? By: AMYLINE QUIEN CHING February 12, 2010, 6:41pm Doctors may be the experts in healthcare but they are not gods. They also make mistakes and unfortunately, most subscribe to old practices that seriously need updating. â€Å"Knowledge is still the best safeguard against anything. We cannot just rely on medical professionals for everything. This is especially true for newborns. The first two days of life is very crucial and it is vital that parents, especially moms, also know the right ways of doing things,† says Dra. Christia Padolina, officer of the Philippine Obstetrical and Gynecological Society (POGS) during the launch of the Immediate Newborn Care (ENC) Protocol. The ENC protocol is a project of the Department of Health (DOH) in collaboration with the World Health Organization (WHO). It hopes to cut down the number of newborn deaths in the country by standardizing the practices inside hospitals. According to DOH National Disease Prevention Director Dr. Yolanda Oliveros, there is now a wide variation in the practices of health professionals especially in provincial hospitals. There are even reports of inappropriate care being given to newborns. Dr. Padolina cites several practices that moms (and dads) should keep an eye on after delivery: 1. Babies must be thoroughly dried to stimulate breathing, one minute after delivery. 2. Clamping and cutting of the umbilical cord in about one to three minutes, not under one minute which 99 percent of hospitals do. 3. Babies should not be placed on a cold surface. 4. They should not be washed or given a bath immediately. Wait until after six hours. 5. They must be given to their moms immediately for early skin to skin contact. 6. Babies should not be separated from their moms within an hour after delivery to initiate breastfeeding. 7. Babies should be roomed with the mom immediately and not transferred to a nursery. According to Dr. Padolina, some medical professionals are not aware of these practices while others do not do them at the prescribed time. â€Å"The ENC protocol will help a lot in correcting these mistakes but of course, it is still important that moms know what should be done because it is their aby’s life and wellbeing that is at stake. † Foreign Studies †¢ Competency Assessment: Methods for Development and Implementation in Nursing Education. By: Richard Redman, PhD, RN,Carrie B. Lenburg, EdD, RN, FAAN and Patricia Hinton Walker PhD, RN, FAAN Competent performance by health care professionals is expected throughout society. However, defining what it is and teaching students how to perform compete ntly faces many challenges. This article provides a brief overview of the contemporary focus on competency assessment in nursing education. The redesigned nursing curriculum at the University of Colorado is presented as an exemplar of a practice-oriented model that requires competent performance among students. Methods for implementing a competency-based curriculum and lessons learned during the process are discussed. Increased accountability has become a common theme in contemporary society. In the public marketplace, the theme of let the buyer beware has been replaced with the philosophy of excellence is defined by the customer. This perspective has general application across all types of industries. When the public good relates to education or health care, standards of acceptable performance are clearly defined by regulatory and professional bodies and society holds practitioners fully accountable when performance is unacceptable or questionable. Whether the focus is on public officials, health care professionals, or educators, the expectation is that standards of acceptable performance will be adhered to and the publ ic trust will be safeguarded. Operationally defining acceptable, competent performance is one of the most challenging and immediate components in this accountability paradigm. Those in nursing education face many challenges. Students approach the learning institution with the assumption that they will be taught the requisite knowledge and skills to become competent nurses. Employers of nursing graduates assume that the nursing degree and the state licensure certify competent performance. Many definitional and methodological issues evolve from these assumptions. The social mandate for accountability, however, does not tolerate ambiguous assumptions or debate. While the assessment of competent practice in the service sector has received considerable attention the past 25 years, the implementation of competency assessment models in nursing education has moved at a much slower pace. The purpose of this paper is to examine selected assessment methods designed to accurately document competence within the context of escalating and changing needs in education and practice. The University Of Colorado School Of Nursing (CU-SON) is currently in the process of implementing a competency-based, outcomes-focused curriculum in its four nursing education programs: baccalaureate (BS), master’s (MS), nursing doctorate (ND), and doctor of philosophy (PhD) programs. The Colorado experience described in this article serves as an exemplar for rationale, methods, and process used to develop and implement a practice-oriented model to promote competence among students and practitioners. The methods used in this comprehensive transition provide examples that can be adapted by others in education and practice settings. Multiple requirements for competent nursing practice in the health care system have been established by national associations and agencies. These include the American Nurses Association, the American Association of Critical Care Nurses’ Standards for Nursing Care of the Critically Ill and their Education Standards for Critical Care Nursing (Alspach, 1992). The Joint Commission for Accreditation of health care Organizations requires that clinical competence be assessed for all nursing staff and holds institutional leaders accountable for ensuring that competency of all staff is assessed, maintained, demonstrated, and continually improved (JCAHO, 1999). The legal and financial implications of employee performance and safe practice in a rapidly changing practice environment make continuing professional competence a major concern for all providers and health care organizations. Stressing the importance of assessing what employees can  do, not what they  know, del Bueno describes the commonly known gap between excellent test takers who have difficulty performing a procedure or recognizing warning signs in a patient experiencing difficulty. The use of criterion-based performance measures determines practice competencies in employees as well as identifies where need exists to correct skill or knowledge deficiencies (del Bueno, Weeks, Brown-Stewart, 1987). Competency assessment is always outcome oriented; the goal is to evaluate performance for the effective application of knowledge and skill in the practice setting. Competency assessment techniques address psychomotor, cognitive, and affective domains. Competencies can be generic to clinical practice in any setting, specific to a clinical specialty, basic or advanced (Benner, 1982;  Gurvis Grey, 1995). Competency-based education has been found to be equally effective in both didactic and self-learning approaches (Lenburg, 1990;  Schlomer, Anderson, Shaw, 1997). Alspach(1984) presents hallmarks of competency-based education that make them applicable both in practice and in educational settings. These include competencies based on validation of what performance by competent practitioners actually comprises. In addition, competency assessment is based on criterion-referenced evaluation methods where the learner’s performance is evaluated against a set of criteria provided to the learner so that both the learner and the assessor are clear on what performance is required. Finally, competency-based education is learner-centered in that outcomes are specified and describe what the learner must do to demonstrate competency. Masson Fain (1997) discuss the value of a competency-based system in cross-training, which is commonly used in today’s cost-containment environment. They illustrate the effectiveness of a comprehensive system of competency validation for long-term staff, orientees, and nursing students. Del Bueno reports it took approximately eight months of clinical experience before new BSN graduates felt confident and competent in their clinical judgments. Given the array of individual differences in nursing performance, she recommends that employers and educators assess competencies before assigning nurses to practice settings or advancing them in educational programs (del Bueno, 1990). While examples of competency-based assessment are more prevalent in the nursing practice literature, limited examples can be found in the nursing education literature as well. Lenburg has provided major contributions in the use of competency-based assessment as an immediate component of nursing education (Lenburg, 1991). Her Competency Outcomes and Performance Assessment (COPA) Model provides a framework for assessing the full range of core competencies immediate for nursing practice. These include psychometrically sound techniques for assessment across psychomotor, cognitive, and affective domains in all specialty content areas of nursing education (Lenburg, 1979;  Lenburg Mitchell, 1991). Luttrell and colleagues (1999) successfully employed the COPA model to develop a competency-based undergraduate nursing curriculum and used a variety of competency performance examinations and assessments to measure student performance and achievement. Two methods are used to assess competence in learners. Competency Performance Assessments (CPAs) are used to assess all class assignments that have consequences for the course grade, such as papers, projects, participation and presentations. Competency Performance Examinations (CPEs) are used in clinical situations to evaluate clinical outcomes. Both CPAs and CPEs are comprised of critical elements that collectively define competence for particular skills or abilities. Critical elements are single, discrete, observable behaviors that are mandatory for the specific competencies being evaluated. They specify exactly what is required for acceptable performance in clinical and non-clinical courses; the course grade is based on this pre-determined foundation. Faculty, who are clinical experts, work in collaboration with colleagues in practice settings to specify the critical elements for CPEs and CPAs. Approximately 30 % of the faculty are active practitioners who participate in the School’s faculty practice plan and teach in one or more of the educational programs. This faculty provided immediate input in defining the competencies immediate for practice in different settings. In addition, designated clinical scholars from clinical agencies affiliated with CU-SON became active participants in the process of defining outcome competencies for all students. All faculties participated in this curriculum redesign to address how these competencies might be learned and assessed. Critical elements are created within the context of accepted standards of practice, evidence-based research literature, and course objectives. Specific CPEs are then constructed using these critical elements as immediate items for defining and measuring competent performance in the learner for designated modules or courses. Learners in each course are oriented to the specific competency outcomes and all related critical elements that establish the mandatory level of performance for that course. In testing situations, students are presented with one or more focused clinical cases — actual or simulated — and examined in terms of their ability to demonstrate the required critical elements for competent practice to meet the specific needs of that clinical situation. The advanced health assessment course required in the MS and ND programs provides an example of what the faculty wanted to accomplish in the redesigned curriculum, given the guiding principles described above. The graduate level course consists of a series of modules, each one credit, which are available to students in both the MS ND programs. The modules cover core assessment concepts, and one or more of the following specialty areas: adult, geriatric, women’s, children’s, newborn, and prenatal assessment. Students complete only those modules necessary for their specialty option requirements. Entry level competencies have been set for each module. Any student who has completed the content of a required module at another point in their education, or has had extensive clinical practice in that area, or has completed a continuing education program on that content may demonstrate their competency by completing the designated clinical performance examination (CPE). If successful, that student has met the competency requirements for that module and may progress on to a subsequent requirement. Students who are deficient in basic health assessment knowledge and techniques are urged to complete an intensive basic assessment module and demonstrate competency before beginning the advanced modules. This enhances their ultimate success, confidence and competence. Students taking Advanced Health Assessment complete the didactic portions of the various modules in a web-based format. They also have the opportunity to attend lab sessions where they can demonstrate assessment techniques, ask questions of supervising lab faculty, practice particular techniques and demonstrate their proficiency with faculty direction. At various points, testing situations are required and students are presented with a focused clinical scenario and evaluated using the designated CPE and related critical elements. Results of the completed CPEs are part of the official course records, just as any other test result or grade. Specific evaluation comments, therefore, must be written to withstand legal scrutiny. The faculty established the policy that a failed CPE may be repeated only once. Students cannot advance into a subsequent assessment module until they have demonstrated proficiency for prerequisite competencies necessary for entry into that module. Although still in the early implementation phase, this competency-based approach has worked well to date. All enrolled graduate students in both the ND and MS programs are required to complete the modules appropriate to their specialization. In addition, nurses who are seeking prescriptive authority from the State of Colorado Board of Nursing enroll in the appropriate modules if they are deficient in the advanced assessment requirements. This can be done on a continuing education basis or as an enrolled Post-MS Certificate student. Some health care agencies are considering contracting for various modules for their staff as a means to acquire required competencies for incorporation into practice in the agency. Regardless of the purpose for taking the modules, learners are required to pass the designated CPEs and/or CPAs. The experience with the competency-based curriculum at CU-SON over the past 15-18 months has been very positive, although not without numerous challenges. Considerable faculty development in the methods of competency outcomes and performance assessment has been ongoing and will continue for the next one to two years. From the outset, faculty need a comprehensive orientation to the multiple and interrelated components of the COPA Model; they also need ongoing reinforcement and encouragement, and the time to learn and implement new methods. The curriculum committee has provided oversight through review of every course in all programs, whether on campus or web-based. This has been an ongoing process as courses are revised and new courses designed. Each course is reviewed from the competency-based perspective, including review of competency outcomes, interactive learning strategies, and the CPEs and CPAs proposed for that course. In addition, each course is reviewed for its relationship to the overall mission, philosophy, conceptual framework, and program outcomes for the unified curriculum. This process promotes internal consistency immediate to the overall success of the school and its graduates. The syllabus for every course uses a template that includes a standard set of definitions, explanations, and other information related to competency-based approaches and methods. This insures that students are continuously reminded of the performance expectations required for the course within the context of contemporary practice. The redesign also has required the development of a new evaluation plan for the curriculum. This includes new evaluation instruments to measure achievement of competency-based outcomes, effectiveness of learning strategies and assessment methods, and the satisfaction of students, graduates, faculty and employers. These evaluation methods and ongoing focus groups held with students and faculty provide the foundation for continuous quality improvement; they help faculty determine which components are working effectively and which need improvement. Both process and outcome data have provided important insights as additional courses are designed and implemented. The competency-based approach to nursing education has been endorsed by our stakeholder groups, particularly our colleagues in the clinical agencies. This model is very familiar to them and one that they believe has demonstrated validity and reliability. Overall, implementation of the competency-based COPA Model at CU-SON is an evolving success story. It has provided an exciting and educationally sound pathway as the school begins its second century of educational programs for local and distant learners and the consumers they serve. The experience in converting to a competency-based curriculum has been both successful and challenging. Faculty and student experiences to date have been positive. The redesigned curriculum is viewed as responsive to the competency-oriented environment and employers believe the transition of graduates into practice settings will be more effective, efficient, and successful. This competency-based approach to education can serve as a model which offers a wide variety of applications to education and service environments. Local Studies †¢ Performances of BPSU Level II Nursing Students in Rendering Immediate Post-partum Care of the Newborn. According to Blanco (2009), there’s no denying that performing well in clinical is a major challenge for just about any nursing student but for minority students –including male students , as well as students of color-success in the clinical rotation often is linked to faculty members’ sensitivity to issues these students face that may differ from what minority students experience. It also can depend on adapting teaching strategies to diverse learning styles, advocating for students who encounter biased in the clinical setting, and creating effect interventions for students who run into obstacles or need to improve their performance. Stott (2007), states that male nursing students face particular challenges from an academic and clinical practice perspective during their university experience. For example, themes identified from interviews and narratives highlighted the fact that there is a tendency for male nursing students to feel isolated and excluded from an academic and clinical perspective. As well as this, the informants of this study clearly highlighted their preference for engaging in the technical aspects of nursing. The implications for nurse educators are emphasized and from this, educational strategies are suggested to facilitate the retention of male nursing students in undergraduate nursing courses. This give male nurses an insufficient experience in rendering care and execution of their skills. Furthermore, Snavely (2001) reveals that numerical underrepresentation, not cultural factors, causes tokens to experience greater performance pressure, social isolation, and role entrapment. Subjects were 322 male and female nursing students from two similar Midwestern nursing schools. Subjects completed instrument measuring social isolation, upward communication distortion, performance pressure, and communication apprehension. The mentioned statements about the performances of male nurses in newborn care vary. In these citations, our study can serve as a helpful tool to show what causes or factors affects the performances of male nursing students in relation to newborn care. Male nurses face challenging situations whether or not they are allowed to handle women. This causes them alteration on experiences on their part. It gives male nurses minimal experience thus, not acquiring the needed level of performance they need to obtain. The mentioned statements above shows the importance of other experiences learned by the students not only in school but especially in the hospital because it is very necessary for the students to apply what has been previously learned in the classrooms for community, sequence and integration of principles, concepts, skills, and values which are basically the practical application of it. It must be continuously developed so as to ascertain that BSN graduates are clinically competent to undertake hospital works. Moreover, enough clinical or RLE exposures are beneficial to nursing graduates taking the board examination for the fact there might be questions which they actually experience in their hospital duties. Justification of the Study There are no other records or any studies which is similar to researchers. As a result, there is no chance of duplication, forgery or repetition. Sources: †¢ http://www. scribd. com/doc/52566380/Research-Newborn-Care †¢ http://cms. nursingworld. org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompeten yAssessmentMethodsforDeve. aspx †¢ http://www. nejm. org/doi/full/10. 1056/NEJMsa0806033#t=article Chapter 3 Research Design and Procedure This chapter presents the method utilized by the researchers in presenting the findings, together with the procedures employed in gathering the data needed for the research study itself. It includes the profile of the respondents, the formulation and the validation of the data-gathering tool, and the statistical tools used in the treatment of the data gathered The Research Design In conducting the study, the researchers used the qualitative method which is a subjective approach used to describe life experiences and give them meaning (Marshall Rossman, 2006, and Munhall, 2001). The mentioned method was chosen due to the researchers’ agreement to the belief that truth is both complex and dynamic and can be found only by studying persons as they interact with and within their sociohistorical settings (Marshall Rossman, 2006, and Munhall, 2001). Population and Locale The respondents involved in the study conducted are all of ___ fourth year tudent nurses from the University of Pangasinan of who were or are interning in the delivery room (DR) and/or neonatal intensive care unit (NICU). These respondents were selectively chosen from the total population of ___ fourth year student nurses from the University of Pangasinan due to the specification of their interned area which serves as the basis of this study. Data Gathering Tool In this research study, the r esearchers will use formulated questionnaires as the main data for gathering the needed information. The researchers based their questionnaires Competency of level IV Nursing Students on Immediate Newborn Care and self constructed questions. The questionnaire that the researchers made is easy to understand by the respondent. The researchers also classified the questionnaires according to the following: 1. Airway clearance 2. Attachment and Warmth 3. Cord care 4. APGAR scoring 5. Eye prophylaxis 6. Anthropometric measurements 7. Vitamin K administration 8. Immunizations 9. Bathing 10. Identification The level IV students will rate according to: HC ? Highly Competent; PC ? Partially Competent; and PyC ? Poorly Competency. The researchers’ questionnaire will evaluate the level IV competency in immediate newborn care. Data Gathering Procedure The data gathering process will start with the distribution of the survey questionnaire. Prior to the distribution, the researchers agreed upon a standard explanation for each of the following questions in the survey tool. The respondents will be selected from nurses who agreed to participate in the study, who meet the inclusion criteria and are able to speak and understand the English language well enough to answer the survey questions. The researchers will ensure that the respondents will be able to complete the survey questionnaire. Treatment of Data The data to be collected will be carefully tabulated, organized, analyzed and interpreted. The formula for average weighted mean is (Downie and Heath, 1984): __ X-EX/N Where: __ X- is the average weighted mean/points EX- the sum of the frequencies or measures N- is the number of cases The weighted mean is: WM- NR x CP/N Where: NR- is the number of responses registered in an item in any of the categories CP- is the number of point assigned to any of the categories N- is the number of respondents Measures to address any possible findings in the level of Competency of level IV Nursing students on Immediate Newborn Care. Descriptive Design Using Questionnaire 1. Profile of the Respondents a. Age b. Sex c. Assigned Hospitals 2. Level of Competency on Immediate Newborn Care a s to: a) Airway clearance b) Attachment and warmth c) Cord care d) Activity/muscle tone, Pulse/heart rate, Grimace, Appearance, Respiratory Effort Scoring e) Temperature taking f) Anthropometric measurements g) Eye prophylaxis h) Vitamin k administration i) Immunization j) Bathing k) Initial Feeding l) Proper Documentation l) Initial Feeding