Implementing And Sustaing Evidence In Nursing Care Of Cardiovascular

Implementing And Sustaing Evidence In Nursing Care Of Cardiovascular Implementing And Sustaing Evidence In Nursing Care Of Cardiovascular Disease – Book Report/Review Example Nursing of In the past, myocardial infarction patients had few interventions for their condition and most died. Even those that survived still had high risks of heart failure. Coronary artery bypass grafting was the only intervention that was applicable when curing such cases. With time, there have been developments that have eased care for coronary artery disease patients. Examples of such development include the introduction of thrombolysis and percutaneous coronary intervention. Other notable developments are in the medication and new drugs for cardiovascular disease patients. PCIs have overtaken CABG as the preferred procedure of care for cardiovascular patients (Bick and Graham, 2010). Whereas CABG requires admission, PCI procedures take place under sedation and hence are a possibility under outpatient arrangements.Nurses are the most common caregivers. They may work with other professionals to provide care for patients. The various innovations allow nurses provide Evidence-base d practice to the cardiovascular patients. Various factors contribute to measurement of the delivery of care. Clinical practice guidelines may indicate the quality of care. Other factors relevant in the measurement of the quality of care are generic health-related and disease specific measures of quality of life. Nurse-led clinics provide necessary services for cardiovascular patients. That could include education and counseling. Due to improved secondary prevention, these clinics have managed to exhibit gains in the provision of care. The clinics are also cost-effective in the long run (Bick and Graham, 2010).Telehealth and e-health represent trends that have brought a lot of change in the field. Health professionals are now able to extend their reach in the prevention and handling of cardiovascular patients. Although technology has had its challenges in application in the provision of care, technological innovations improve the quality of care to a great extent. Even with the many challenges, there remains a great potential for innovations and experimentation in the field of cardiology (Bick and Graham, 2010). That would improve the service delivery of many professionals. ReferencesBick, D. and Graham, I. D. (eds.) (2010). Evaluating The Impact of Implementing Evidence Based Practice. Chichester: Wiley-Blackwell.

How to Convert Miles to Kilometers - Example Problem

How to Convert Miles to Kilometers Problem The method to convert miles to kilometers is demonstrated in this worked example problem. A mile (mi) is a unit of distance used in the United States, particularly for travel. The rest of the world uses kilometers (km). Miles To Kilometers Problem The distance between New York City, New York, and Los Angeles, California is 2445 miles. What is this distance in kilometers? Solution Start out with the conversion factor between miles and kilometers: 1 mile 1.609 km Set up the conversion so that the desired unit will be canceled out. In this case, we want kilometers to be the remaining unit.distance in km (distance in mi) x (1.609 km/1 mi)distance in km (2445) x (1.609 km/1 mi)distance in km 3934 km Answer The distance between New York City, New York, and Los Angeles, California is 3934 kilometers. Be sure to check your answer. When you convert from miles to kilometers, your answer in kilometers will be about one and a half times larger than the original value in miles. You dont need a calculator to see whether or not your answer makes sense. Just make sure its a larger value, but not so big that its twice the original number, Kilometer to Miles Conversion When you work the conversion the other way from kilometers to miles the answer in miles is a bit more than half the original value. A runner decides to run a 10k race. How many miles is it? To solve the problem, you can use the same conversion factor or you can use the conversion: 1 km 0.62 mi This is easier because the units cancel out (basically just multiply a distance in km times 0.62). distance in miles 10 km x 0.62 mi/km distance in miles 6.2 miles

Is it better to think about commitment deficit as a projection by Essay

Is it better to think about commitment deficit as a projection by politicians, rather than as a true reflection of Australia - Essay Example There is the possibility of reorganizing or refunding debts of the federal government. In order to take these steps, there needs to be evaluation and assessment of refunding or reorganization of debts. A good way that the federal government could reorganize or refund its debts obligation is whereby the city’s administrators highlight upon the debts with high interest rates. These types of debts can hamper the government’s ability to perform other financial duties or obligations. Therefore, refunding would imply that the government would add new debt to the existing debt kitty. In turn, the government would be forced to increase debt in order to facilitate payments of both interest and the existing debts. If the government’s new debt can be increased at high interest rate, this would offer economic prosperity and other possible benefits may be realized in case the interest rates decrease such as transforming the conditions of the debt that may permit the local gov ernment of Seattle to revise their payment plan that may assist with short-term budget demands2. Refunding debts to substitute a lower interest rate may poses some economic merits, if other transformations are made, like term, there is a probability that there will be a net rise in the debt costs over the debt’s term3. ... The federal government may provide financial help in quarterly or annual terms. Another alternative is for the city to try to maximize revenues gathered. It is true that a budget is an itemized summary of intended expenditures of a certain period with proposals for financing them. Further, I concur that budget deficit are inevitable because of spending usually outweighs income. This in turn makes the government to increase taxes, raise debt ceilings, consolidate public debt, and decrease spending. In order to avoid spending, it is rational to include major budget cuts in departments such as The Executive Office of the President, Department of Housing and Urban Development, Department of State and Department of Treasury and department of Defense. Government is spending more than it is bringing in. This practice usually plunge it in financial crisis. As we can see, debt can only ruin you, whether it is in your household, city, or nation. In addition, in order to avoid debts or bankrupt cy, we make sure to pay our credit cards and we really try not to take out loans for school and vehicles. If an individual were to run a deficit on his or her household that implies that, an individual is spending more than he or she is making. Consequences for this would be bankruptcy, credit destroyed, and our house and vehicles could be taken away. It is significant to note that in order to avoid debts or bankruptcy it is rational to introduce budget cuts in every department, as this will reduce spending5. Policies, which are commonly considered for reducing a current account deficit 1. Devaluation This is where the value of the currency against other currencies is reduced. When this is utilized, there is an increase in the price

Overview and Industry Trends & Prospects of General Dynamics Essay

Overview and Industry Trends & Prospects of General Dynamics - Essay Example The company offers a range of solutions and services that are mainly related to the security systems for important national infrastructure, Marine Systems, Armoured Fighting Vehicle (AFV) technology and other defence and security related services. It can be identified that the company generates the most revenues from Information Systems and technology, followed by Aerospace. The company earned a total of $9.15 million from this Information Systems and technology segment with operating earnings of $785 thousands. Moreover, the revenues from this segment have decreased by 10.8% in the year 2014. On the other hand, Aerospace had reported an increase in the revenues as the revenues increased to $8.6 million showing an increase of 6.5%. However, the major aspect of this business segment is that it has the highest ratio of operating earnings to the revenues which is 18.6% in comparison to the other business segments of the company (General Dynamics, 2014). General Dynamics has been operating in a number of countries. However, the group generates the most revenues from United States. Europe is the second most important market for General Dynamics as presented in the figure below: In General Dynamics, there are around 700 employees in different facilities and locations in UK (General Dynamics, 2015b). The company has been working on number of governmental projects in different parts of the world including United States and United Kingdom. For instance, General Dynamics signed a deal with the UK government for armoured vehicles worth $5.8 billion in the year 2014 (Reuters , 2014). Moreover, there are more than 100 SMEs for which the company has worked in UK (General Dynamics, 2015b) The defence industry in which General Dynamics operates is highly dynamic and the industry itself offers many challenges to the company. With the increasing terrorism activities across the globe, it has been highly critical for General

Media literacy Essay Example for Free

Media literacy Essay Media Education is the process of teaching and learning about media. [1] It is about developing young peoples critical and creative abilities when it comes to the media. Media education should not be confused with educational technology or with educational media. Surveys repeatedly show that, in most industrialized countries, children now spend more time watching television than they do in school, or also on any other activity apart from sleeping[2] Media Education has no fixed location, no clear ideology and no definitive recipients; it is subject to whims of a financial market bigger than itself. [1] Being able to understand the media enables people to analyze, evaluate, and create messages in a wide variety of mediums, genres, and forms. A person who is media literate is informed. There are many reasons why media studies are absent from the primary and secondary school curricula, including cuts in budgets and social services as well as over-packed schedules and expectations. Education for media literacy often uses an inquiry-based pedagogic model that encourages people to ask questions about what they watch, hear, and read. Media literacy education provides tools to help people critically analyze messages, offers opportunities for learners to broaden their experience of media, and helps them develop creative skills in making their own media messages. [3] Critical analysis can include identifying author, purpose and point of view, examining construction techniques and genres, examining patterns of media representation, and detecting propaganda, censorship, and bias in news and public affairs programming (and the reasons for these). Media literacy education may explore how structural features—such as media ownership, or its funding model[4] affect the information presented. Media literate people should be able to skillfully create and produce media messages, both to show understanding of the specific qualities of each medium, as well as to create independent media and participate as active citizens. Media literacy can be seen as contributing to an expanded conceptualization of literacy, treating mass media, popular culture and digital media as new types of texts that require analysis and evaluation. By transforming the  process of media consumption into an active and critical process, people gain greater awareness of the potential for misrepresentation and manipulation (especially through commercials and public relations techniques), and understand the role of mass media and participatory media in constructing views of reality. [5] Media literacy education is sometimes conceptualized as a way to address the negative dimensions of mass media, popular culture and digital media, including media violence, gender and racial stereotypes, the sexualization of children, and concerns about loss of privacy, cyberbullying and Internet predators. By building knowledge and competencies in using media and technology, media literacy education may provide a type of protection to children and young people by helping them make good choices in their media consumption habits, and patterns of usage. [6] Concepts of media education Media education can be in many ways. In general, media education has come to be defined in terms of conceptual understandings of the media. [1] Usually this means key concepts or key aspects. This approach does not specify particular objects of study and this enables media education to remain responsive to students interests and enthusiasms. David Buckingham has come up with four key concepts that provide a theoretical framework which can be applied to the whole range of contemporary media and to older media as well: Production, Language, Representation, and Audience. [1] These concepts are defined by David Buckingham as follows: Production Production involves the recognition that media texts are consciously made. [1] Some media texts are made by individuals working alone, just for themselves or their family and friends, but most are produced and distributed by groups of people often for commercial profit. This means recognizing the economic interests that are at stake in media production, and the ways in which profits are generated. More confident students in media education should be able to debate the implications of these developments in terms of national and cultural identities, and in terms of the range of social groups that are able to gain access to media. [1] Studying media production means looking at: Technologies: what technologies are used to produce and distribute media texts? Professional practices: Who makes media texts? The industry: Who owns the companies that buy and sell media and how do they make a profit? Connections between media: How do companies sell the same products across different media? Regulation: Who controls the production and distribution of media, and are there laws about this? Circulation and distribution: How do texts reach their audiences? Access and participation: Whose voices are heard in the media and whose are excluded? [1] Language Every medium has its own combination of languages that it uses to communicate meaning. For example, television uses verbal and written language as well as the languages of moving images and sound. Particular kinds of music or camera angles may be used to encourage certain emotions. When it comes to verbal language, making meaningful statements in media languages involves paradigmatic choices and syntagmatic combinations. [1] By analyzing these languages, one can come to a better understanding of how meanings are created. [1] Studying media languages means looking at: Meanings: How does media use different forms of language to convey ideas or meanings? Conventions: How do these uses of languages become familiar and generally accepted? Codes: How are the grammatical rules of media established and what happens when they are broken? Genres: How do these conventions and codes operate in different types of media contexts? Choices: What are the effects of choosing certain forms of language, such as a certain type of camera shot? Combinations: How is meaning conveyed through the combination or sequencing of images, sounds, or words? Technologies: How do technologies affect the meanings that can be created? [1] Representation The notion of representation is one of the first established principles of media education. The media offers viewers a facilitated outlook of the world and they re-represent reality. Media production involves selecting and combining incidents, making events into stories, and creating characters. Media representations allow viewers to see the world in some particular ways and not others. Audiences also compare media with their own experiences and make judgements about how realistic they are. Media representations can be seen as real in some ways but not in others: viewers may understand that what they are seeing is only imaginary and yet they still know it can explain reality. [1] Studying media representations means looking at: Realism: Is this text intended to be realistic? Why do some texts seem more realistic than others? Telling the truth: How do media claim to tell the truth about the world? Presence and absence: What is included and excluded from the media world? Bias and objectivity: Do media texts support particular views about the world? Do they use moral or political values? Stereotyping: How do media represent particular social groups? Are those representations accurate? Interpretations: Why do audiences accept some media representations as true, or reject others as false? Influences: Do media representations affect our views of particular social groups or issues? [1] Audience Studying audiences means looking at how demographic audiences are targeted and measured, and how media are circulated and distributed throughout. It means looking at different ways in which individuals use, interpret, and respond to media. The media increasingly have had to compete for peoples attention and interest because research has shown that audiences are now much more sophisticated and diverse than has been suggested in the past. Debating views about audiences and attempting to understand and reflect on our own and others use of media is therefore a crucial element of media education. [1] Studying media audiences means looking at: Targeting: How are media aimed at particular audiences? Address: How do the media speak to audiences? Circulation: How do media reach audiences? Uses: How do audiences use media in their daily lives? What are their habits and patterns of use? Making sense: How do audiences interpret media? What meanings do they make? Pleasures: What pleasures do audiences gain from media? Social differences: What is the role of gender. social class, age, and ethnic background in audience behavior? [1] UNESCO and media education UNESCO has had a long standing experience with media literacy and education. The organization has supported a number of initiatives to introduce media and information literacy as an important part of lifelong learning. [7] Most recently, the UNESCO Action for Media Education and Literacy brought together experts from numerous regions of the world to catalyze processes to introduce media and information literacy components into teacher training curricula worldwide. [7] UNESCO questionnaire In 2001, a media education survey was sent out by UNESCO in order to better understand which countries were incorporating media studies into different schools curriculum as well as to help develop new initiatives in the field of media education. A questionnaire was sent to a total of 72 experts on media education in 52 different countries around the world. The people who received this questionnaire were people involved in academics (such as teachers), policy makers, and educational advisers. The questionnaire addressed three key areas: 1) â€Å"Media education in schools: the extent, aims, and conceptual basis of current provision; the nature of assessment; and the role of production by students. †[8] 2) Partnerships: the involvement of media industries and media regulators in media education; the role of informal youth groups; the provision of teacher education. †[7] 3) â€Å"The development of media education: research and evaluation of media education provision; the main needs of educators; obstacles to future development; and the potential contribution of UNESCO. †[7] The results from the answers of the survey were double-sided. It was noted that media education had been making a very uneven progress because while in one country there was an abundant amount of work towards media education, another country may have hardly even heard of the concept. One of the main reasons why media education has not taken full swing in some countries is because of the lack of policy makers addressing the issue. In some developing countries, educators say that media education was only just beginning to register as a concern because they were just starting to develop basic print literacy. [7] In the countries that media education existed at all, it would be offered as an elective class or an optional area of the school system rather than being on its own. Many countries argued that media education should not be a separate part of the curriculum but rather should be added to a subject  already established. The countries which deemed media education as a part of the curriculum included the United States, Canada, Mexico, New Zealand, and Australia. Many countries lacked even just basic research on media education as a topic, including Russia and Sweden. Some said that popular culture is not worthy enough of study. But all of the correspondents realized the importance of media education as well as the importance of formal recognition from their government and policy makers that media education should be taught in schools. [7] History Media literacy education is actively focused on the instructional methods and pedagogy of media literacy, integrating theoretical and critical frameworks rising from constructivist learning theory, media studies and cultural studies scholarship. This work has arisen from a legacy of media and technology use in education throughout the 20th century and the emergence of cross-disciplinary work at the intersections of scholarly work in media studies and education. Voices of Media Literacy, a project of the Center for Media Literacy representing first-person interviews with media literacy pioneers active prior to 1990 in English-speaking countries, provides historical context for the rise of the media literacy field and is available at http://www. medialit. org/voices-media-literacy-international-pioneers-speak Media education is developing in Great Britain, Australia, South Africa, Canada, the United States, with a growing interest in the Netherlands, Italy, Greece, Austria, Switzerland, India, Russia and among many other nations. UNESCO has played an important role in supporting media and information literacy by encouraging the development of national information and media literacy policies, including in education[9] UNESCO has developed training resources to help teachers integrate information and media literacy into their teaching and provide them with appropriate pedagogical methods and curricula. United Kingdom Education for what is now termed media literacy has been developing in the UK since at least the 1930s. In the 1960s, there was a paradigm shift in the field of media literacy to emphasize working within popular culture rather than trying to convince people that popular culture was primarily destructive. This was known as the popular arts paradigm. In the 1970s, there came a recognition that the ideological power of the media was tied to the naturalization of the image. Constructed messages were being passed off as natural ones. The focus of media literacy also shifted to the consumption of images and representations, also known as the representational paradigm. [10] Development has gathered pace since the 1970s when the first formal courses in Film Studies and, later, Media Studies, were established as options for young people in the 14-19 age range: over 100,000 students (about 5% of this age range) now take these courses annually. Scotland has always had a separate education system from the rest of the UK and began to develop policies for media education in the 1980s. In England, the creation of the National Curriculum in 1990 included some limited requirements for teaching about the media as part of English. The UK is widely regarded as a leader in the development of education for media literacy. Key agencies that have been involved in this development include the British Film Institute,[11] the English and Media Centre[12] Film Education[13] and the Centre for the Study of Children, Youth and Media at the Institute of Education, London. [14] Australia In Australia, media education was influenced by developments in Britain related to the inoculation, popular arts and demystification approaches. Key theorists who influenced Australian media education were Graeme Turner and John Hartley who helped develop Australian media and cultural studies. During the 1980s and 1990s, Western Australians Robyn Quin and Barrie MacMahon wrote seminal text books such as Real Images, translating many complex media theories into classroom appropriate learning frameworks. In most Australian states, media is one of five strands of the Arts Key Learning Area and includes essential learnings or outcomes listed for various stages of development. At the senior level (years 11 and 12), several states offer Media Studies as an elective. For example, many Queensland schools offer Film, Television and New Media, while Victorian schools offer VCE Media. Media education is supported by the teacher professional association Australian Teachers of Media which publishes a range of resources and the excellent Screen Education. Africa In South Africa, the increasing demand for Media Education has evolved from the dismantling of apartheid and the 1994 democratic elections. The first national Media Education conference in South Africa was actually held in 1990 and the new national curriculum has been in the writing stages since 1997. Since this curriculum strives to reflect the values and principles of a democratic society there seems to be an opportunity for critical literacy and Media Education in Languages and Culture courses. Europe In areas of Europe, media education has seen many different forms. Media education was introduced into the Finnish elementary curriculum in 1970 and into high schools in 1977. But the media education we know today did not evolve in Finland until the 1990s. Media education has been compulsory in Sweden since 1980 and in Denmark since 1970. In both these countries, media education evolved in the 1980s and 1990s as media education gradually moved away from moralizing attitudes towards an approach that is more searching and pupil-centered. In 1994, the Danish education bill gave recognition to media education but it is still not an integrated part of the school. The focus in Denmark seems to be on information technology. France has taught film from the inception of the medium, but it has only been recently that conferences and media courses for teachers have been organized with the inclusion of media production. Germany saw theoretical publications on media literacy in the 1970s and 1980s, with a growing interest for media education inside and outside the educational system in the 80s and 90s. In the Netherlands media literacy was placed in the agenda by the Dutch government in 2006 as an important subject for the Dutch society. In April, 2008, an official center has been created (mediawijsheid expertisecentrum = medialiteracy expertisecenter) by the Dutch government. This center is more a network organization existing out of different partners who have their own expertise with the subject of media education. The idea is that media education will become a part of the official curriculum. The history of media education in Russia goes back to the 1920s. The first attempts to instruct in media education (on the press and film materials, with the vigorous emphasis on the communist ideology) appeared in the 1920s but were stopped by Joseph Stalin’s repressions. The end of the 1950s the beginning of the 1960s was the time of the revival of media education in secondary schools, universities, after-school children centers (Moscow, Saint Petersburg, Voronezh, Samara, Kurgan, Tver, Rostov on Don, Taganrog, Novosibirsk, Ekaterinburg, etc.), the revival of media education seminars and conferences for the teachers. During the time when the intensive rethinking of media education approaches was on the upgrade in the Western hemisphere, in Russia of the 1970s–1980s media education was still developing within the aesthetic concept. Among the important achievements of 1970s-1990s one can recall the first official programs of film and media education, published by Ministry of Education, increasing interest of Ph. D. to media education, experimental theoretic and practical work on media education by O. Baranov (Tver), S.Penzin (Voronezh), G. Polichko, U. Rabinovich (Kurgan), Y. Usov (Moscow), Aleksandr Fyodorov (Taganrog), A. Sharikov (Moscow) and others. The important events in media education development in Russia are the registration of the new specialization (since 2002) for the pedagogical universities – ‘Media Education’ (â„â€" 03. 13. 30), and the launch of a new academic journal ‘Media Education’ (since January 2005), partly sponsored by the ICOS UNESCO ‘Information for All’. Additionally, the Internet sites of Russian Association for Film and Media Education (English and Russian versions) were created. Taking into account the fact that UNESCO defines media education as the priority field of the cultural educational development in the 21st century, media literacy has good prospects in Russia. Canada In North America, the beginnings of a formalized approach to media literacy as a topic of education is often attributed to the 1978 formation of the Ontario-based Association for Media Literacy (AML). Before that time, instruction in media education was usually the purview of individual teachers and practitioners. Canada was the first country in North America to require media literacy in the school curriculum. Every province has mandated media education in its curriculum. For example, the new curriculum of Quebec mandates media literacy from Grade 1 until final year of secondary school (Secondary V). The launching of media education in Canada came about for two reasons. One reason was the concern about the pervasiveness of American popular culture and the other was the education system-driven necessity of contexts for new educational paradigms. Canadian communication scholar Marshall McLuhan ignited the North American educational movement for media literacy in the 1950s and 1960s. Two of Canadas leaders in Media Literacy and Media Education are Barry Duncan and John Pungente. Duncan passed away on June 6, 2012, even after retired from classroom teaching but was still active in media education. Pungente is a Jesuit priest who has promoted media literacy since the early 1960s. Media Awareness Network (MNet), a Canadian non-profit media education organization, hosts a Web site which contains hundreds of free lesson plans to help teachers integrate media into the classroom. MNet also has created award-winning educational games on media education topics, several of which are available free from the site, and has also conducted original research on media issues, most notable the study Young Canadians in a Wired World. MNet also hosts the Talk Media Blog, a regular column on media education issues. The United States Media literacy education has been an interest in the United States since the early 20th century, when high school English teachers first started using film to develop students critical thinking and communication skills. However, media literacy education is distinct from simply using media and technology in the classroom, a distinction that is exemplified by the difference between teaching with media and teaching about media. [15] In the 1950s and 60s, the ‘film grammar’ approach to media literacy education developed in the United States, where educators began to show commercial films to children, having them learn a new terminology consisting of words such as fade, dissolve, truck, pan, zoom, and cut. Films were connected to literature and history. To understand the constructed nature of film, students explored plot development, character, mood and tone. Then, during the 1970s and 1980s, attitudes about mass media and mass culture began to shift. Around the English-speaking world, educators began to realize the need to â€Å"guard against our prejudice of thinking of print as the only real medium that the English teacher has a stake in. †[16] A whole generation of educators began to not only acknowledge film and television as new, legitimate forms of expression and communication, but also explored practical ways to promote serious inquiry and analysis—- in higher education, in the family, in schools and in society. [17] Typically, U. S. media literacy education includes a focus on news, advertising, issues of representation, and media ownership. Media literacy competencies can also be cultivated in the home, through activities including co-viewing and discussion. [18] Media literacy education began to appear in state English education curriculum frameworks by the early 1990s as a result of increased awareness in the central role of visual, electronic and digital media in the context of contemporary culture. Nearly all 50 states have language that supports media literacy in state curriculum frameworks. [19] In 2004, Montana developed educational standards around media literacy that students are required to be competent in by grades 4, 8, and 12. Additionally, an increasing number of school districts have begun to develop school-wide programs, elective courses, and other after-school opportunities for media analysis and production. There is no national data on the reach of media literacy programs in the United States. [20] The evolution of information and communication technologies has expanded the subject of media literacy to incorporate information literacy, collaboration and problem-solving skills, and emphasis on the social responsibilities of communication. Various stakeholders struggle over nuances of meaning associated with the conceptualization of the practice on media literacy education. Educational scholars may use the term critical media literacy to emphasize the exploration of power and ideology in media analysis. Other scholars may use terms like new media literacy to emphasize the application of media literacy to user-generated content or 21st century literacy to emphasize the use of technology tools. [21] As far back as 2001, the Action Coalition for Media Education (ACME) split from the main media literacy organization as the result of debate about whether or not the media industry should support the growth of media literacy education in the United States. Renee Hobbs of Temple University in Philadelphia wrote about this general question as one of the Seven Great Debates in media literacy education in an influential 1998 Journal of Communication article. [22] The media industry has supported media literacy education in the United States. Make Media Matter is one of the many blogs (an â€Å"interactive forum†) the Independent Film Channel features as a way for individuals to assess the role media plays in society and the world. The television program, The Media Project, offers a critical look at the state of news media in contemporary society. During the 1990s, the Discovery Channel supported the implementation of Assignment: Media Literacy, a statewide educational initiative for K-12 students developed in collaboration with the Maryland State Board of Education. Because of the decentralized nature of the education system in a country with 70 million children now in public or private schools, media literacy education develops as the result of groups of advocates in school districts, states or regions who lobby for its inclusion in the curriculum. There is no central authority making nationwide curriculum recommendations and each of the fifty states has numerous school districts, each of which operates with a great degree of independence from one another. However, most U. S. states include media literacy in health education, with an emphasis on understanding environmental influences on health decision-making. Tobacco and alcohol advertising are frequently targeted as objects for deconstruction, which is one of the instructional methods of media literacy education. This resulted from an emphasis on media literacy generated by the Clinton White House. The Office of National Drug Control Policy (ONDCP) held a series of conferences in 1996 and 1997 which brought greater awareness of media literacy education as a promising practice in health and substance abuse prevention education. The medical and public health community now recognizes the media as a cultural environmental influence on health and sees media literacy education as a strategy to support the development of healthy behavior. Interdisciplinary scholarship in media literacy education is emerging. In 2009, a scholarly journal was launched, the Journal of Media Literacy Education,[23] to support the work of scholars and practitioners in the field. Universities such as Appalachian State University, Columbia University, Ithaca College, New York University, the University of Texas-Austin, Temple University, and the University of Maryland offer courses and summer institutes in media literacy for pre-service teachers and graduate students. Brigham Young University offers a graduate program in media education specifically for inservice teachers. The Salzburg Academy for Media and Global Change is another institution that educates students and professionals from around the world the importance of being literate about the media. Impacts of Media Literacy Education on Civic Engagement Media literacy education appears to have a positive impact on overall youth civic engagement. [24] Youth who attend schools that offer media literacy programs are more likely to politically engage online and are more likely to report encountering diverse viewpoints online. [25] Youth Interest in Media Literacy A nationally representative survey found that 84% of young people think they and their friends would benefit from training on verifying information found online. [26] National Association for Media Literacy Education More than 600 educators are members of the National Association for Media Literacy Education (NAMLE), a national membership group that hosts a bi-annual conference. In 2009, this group developed an influential policy document, the Core Principles of Media Literacy Education in the United States. [27] It states, The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today’s world. Principles include: (1) Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create; (2) Media Literacy Education expands the concept of literacy in all forms of media (i. e. , reading and writing); (3) Media Literacy Education builds and reinforces skills for learners of all ages. Like print literacy, those skills necessitate integrated, interactive, and repeated practice; (4) Media Literacy Education develops informed, reflective and engaged participants essential for a democratic society; (5) Media Literacy Education recognizes that media are a part of culture and function as agents of socialization; and (6) Media Literacy Education affirms that people use their individual skills, beliefs and experiences to construct their own meanings from media messages.

Nelson on Descartess Theory of Perception and Judgment Essay -- Desca

Nelson on Descartes?s Theory of Perception and Judgment ABSTRACT: One tension in Descartes?s account of human error stems from the idea that we may be faulted for our acts of will, despite the fact that God is our omnipotent and omniscient creator. In the present essay, I describe a second tension in Descartes?s account of human error. After describing the tension, I consider Alan Nelson?s characterization of the means by which Descartes?s intended to relieve it. Although Nelson's interpretation is almost correct, I think that it obscures some of the interesting details of Descartes?s theory of perception and judgment. These details are revealed by the taxonomy of sensory responses that Descartes articulates in the Sixth Set of Replies to the Meditations. I. In the Fourth Meditation, Descartes is confronted with the problem of reconciling his conclusion that God exists and is no deceiver with apparent instances of human error. Described generally, Descartes attempts to square his assertions regarding God, with the fact that humans are subject to error, by claiming that any error made by a human being originates in a free act of will for which God should not be attributed fault. There is, of course, enormous tension between Descartes?s claim that human beings may be faulted for their acts of will, and his claim that God is our omnipotent and omniscient creator. In what respect is it appropriate to regard us as culpable for our acts, assuming that God is antecedently the author of these acts through his creation of the Universe? This is a difficult question to answer. However, even if we set this question aside (as I will), we find that considerable tension remains in Descartes?s account of the etiology of perceptual error. .. ...escartes, Volume II, pp. 295. 21 The same sort of confusion is also described in the last sentence of both principle 70 and 71, in Book One of the Principles. 22 In fact, the categories of the objects of confusion mentioned in principle 46 (perceptions and judgments) are precisely the constituents of the second and third categories of sensory response described in the Sixth Set of Replies. 23 The Philosophical Writings of Descartes, Volume I, pp. 208. References Descartes, Renï ¿ ½: 1985, The Philosophical Writings of Descartes (Vol. 1,2, and 3), Cambridge University Press, New York. Hare, R.M.: 1952, The Language of Morals, Clarendon Press, Oxford. Locke, John: 1975, An Essay Concerning Human Understanding, Clarendon Press, Oxford. Nelson, Alan: 1997, ?Descartes?s Ontology of Thought?, Topoi 16, 163-178. DESCARTES?S THEORY OF PERCEPTION AND JUDGMENT 11

Adobe Photoshop: History and Background Essay

1.1 INTRODUCTION This chapter indicates the history or the background of the Adobe Photoshop CS5 and Gimp, the scope and limitations of both system and also the objectives of it and the definition of terms In addition, the Photoshop was developed and distributed by the Adobe Photoshop Company. At the very beginning it was intended for editing images for print, but it has also gained popularity as a tool for creation and editing web graphics. This is another reason that it has become so popular. The last Photoshop versions also include the special application – Image Ready, which was added specifically for work with web graphics easier.GIMP has got an official version for Mac users in history. We’ve included this build into our downloads section too, and users that are surfing on our site will automatically get this official build suggested from now on. See more:  Masters of Satire: John Dryden and Jonathan Swift Essay 1.2 BACKGROUND OF THE STUDY This story begins in 1987 when 2 brothers, Thomas Knoll and John Knoll started developing Photoshop. In 1989 they completed the project and called it Photoshop 1.0. Adobe became interested in this project and the first version of Photoshop was released in 1990. It was about 1.4 Mb, and could be placed on a single floppy-disk. Initially Photoshop was created for the Macintosh platform. Compatibility updates for Windows, IRIX, and Solaris was added later. At present Photoshop can be used on Windows and Macintosh platforms. Photoshop CS5 was launched on 12 April 2010.In a video posted on its official Facebook page, the development team revealed the new technologies under development, including three-dimensional brushes and warping tools. In May 2011, Adobe Creative Suite 5.5 (CS5.5) was released, with new versions of some of the applications. Its version of Photoshop, 12.1, is identical to the concurrently released update for Photoshop CS5; version 12.0.4, except for support for the new subscription pricing that was introduced with CS5.5. CS5 introduces new tools such as the Content-Aware Fill, Refine Edge, Mixer Brush, Bristle Tips and Puppet Warp. The community also had a hand in the additions made to CS5 as 30 new features and improvements were included by request. These include automatic image straightening, the Rule-of-Thirds cropping tool, color pickup and saving an 16-bit image as a JPEG. Another feature includes the Adobe Mini Bridge which allows for efficient file browsing and management.CS5 Extended includes everything in CS5 plus features in 3D and video editing. A new materials library was added, providing more options such as Chrome, Glass, and Cork.The new Shadow Catcher tool can be used to further enhance 3D objects.For motion graphics, the tools can be applied to over more than one frame in a video sequence. CS5 and CS5 Extended were made available through Adobe’s online store, Adobe Authorized Resellers and Adobe direct sales. Both CS5 and CS5 Extended are offered as either a stand-alone application or feature of Adobe Creative Suite 5.The price for CS5 is US$699 and the extended version is US$999. Both products are compatible with Intel-based Mac OS andWindows XP, Windows Vista, and Windows 7. GIMP was originally released as the General Image Manipulation Program,by creatorsSpencer Kimball and Peter Mattis. Development of GIMP began in 1995 as a semester-long project at the University of California, Berkeley; The first public release of GIMP (0.54) was made in January 1996 and in the following year (1997) GIMP became a part of the GNU Project. The acronym GIMP was changed to mean the GNU Image Manipulation Program in reflection of its existence under the GNU Project. CurrentlyGIMP is developed by a self-organized group of volunteers under the banner of the GNOME Project. The number of computer architectures and operating systems GIMP supported has expanded significantly since its first release. The first release supported UNIX systems such as GNU/Linux, SGI IRIX and HP-UX. Since the initial release, GIMP has been ported to many operating systems, including Microsoft and Mac OS X; the original port to the Windows 32-bit platform was started by Finnish programmer Tor Lillqvist (tml) in 1997 and was supported in the GIMP 1.1 release. GIMP saw formation of a community and rapid adoption following the first release. The community that formed began developing tutorials, artwork and shared better work-flows and techniques. A new GUI tool kit called GTK+ (GIMP tool kit) was developed to facilitate the development of GIMP. GTK+ replaced its predecessor GTK after being redesigned using a modern software design technique called object oriented programming. The development of GTK+ has been attributed to Peter Mattis becoming disenchanted with the Motif GUI toolkit GIMP originally used; Motif was used up until GIMP 0.60 1.3 SCOPE AND LIMITATION This study focuses on the study of Adobe Photoshop CS5 vs. Gimp of selected students in Kolehiyo ng Lungsod ng Lipa enrolled in school year 2012-2013 with 2nd year students as respondents. The delegation of the study covered the Adobe Photoshop CS5 vs. Gimp, its causes, and how it affects the performances of the users and the researchers themselves. The researchers believe that such number selected purposively at random were enough to get an idea as to the instruction in the future life of every users. 1.4 OBJECTIVE OF THE STUDY * To identify the purpose, audience, and audience needs for preparing image(s). * To demonstrate knowledge of standard copyright rules for images and image use. * To demonstrate knowledge of project management tasks and responsibilities. * To communicate with others (such as peers and clients) about design plans. * To demonstrate knowledge of design principles, elements, and image composition. * To demonstrate knowledge of color correction using Photoshop CS5. * To demonstrate knowledge of image-generating devices and how to access resulting images in Photoshop. * To understand key terminology of digital images. * Demonstrate knowledge of producing and reusing images. * Select the appropriate features and options required to implement a color management workflow. 1.5 SIGNIFICANCE OF THE STUDY Nowadays it is important for people to have basic knowledge about IT because computers are used practically everywhere. It happens very often that employers hire people who are able to use PCs and may reject those who don’t have at least basic computer skills. As a result, it is becoming more and more significant especially for people who study and work to develop their capability in using computer technologies. It is possible to say that people with computer literacy may know not only how to type but also how to edit PDF or how to install software on their PCs. It is necessary to know that there are different types of computer skills which may be categorized in the following way: basic computer skills, intermediate skills which may also be called computer literacy and advanced skills which are not obligatory for ordinary computer users. However, it may be a good idea to develop personal skills in this sphere in order to optimize working. 1.6 DEFINITION OF TERMS Crop tool. Can be used to select a particular area of an image and discard the portions outside of the chosen section. Freeform pen Tool. Allows the user to draw paths freehand, and with the magnetic pen tool, the drawn path attaches closely to outlines of objects in an image, which is useful for isolating them from a background. Eyedropper Tool. selects a color from an area of the image that is clicked, and samples it for future use. Hand Tool. navigates an image by moving it in any direction, and the zoom tool enlarges the part of an image that is clicked on, allowing for a closer view. Marquee Tool. Can make selections that are single row, single column, rectangular and elliptical. Once an area of an image is highlighted, Lasso tool. Is similar to the marquee tool; however, the user can make a custom selection by drawing it freehand. The GIMP Path Tool. Allows you to create selection outlines that you can paint along, then reuse and reshape. GIMP’s Generic Graphics Library, or GEGL Tools. Enable a variety of operations, including those for coloring and blurring images. You can also perform many of these operations with other tools like filters. CHAPTER II 2.1 SHORT INTRODUCTION This chapter indicates the ideas relevant to the present subject relating to the other studies and is briefly discussed to provide the foundation of the proposed system. In order to develop a new method and procedures, careful review of literature and studies must be done for the development of the software.. 2.2 RELATED LITERATURE According to Ira Block, of Ira Block Photography each new version of Photoshop has included many exciting enhancements, but Photoshop CS5 is the most amazing technological jump I’ve seen since I started using the software. The Content-Aware Fill feature in Photoshop CS5 got a wow from me when I first used it. It is very good at replacing areas where you would otherwise need to use more strokes and time to clone or heal out a distracting element in a photograph. -Dianne Taylor-Misztela of TM Photo Photoshop CS5 Extended takes it even further, as a superset of tools and features made for professionals who want to push the boundaries of digital imaging. It delivers all the editing, compositing, and painting capabilities of Photoshop CS5 plus powerful new features for creating stunning 3D artwork from selections, graphics, and type with direct control over lighting, materials, and meshes. With all the talk and theorizing going on about Free Software development models, I thought that it might be a good idea to actually give an example. I’ve tried to keep it as accurate as possible, and hope my experiences working on this team can benefit other projects as well. Like current GIMP development, this was not done alone. This is a compilation of knowledge from a lot of people on #gimp, some of it predating my own experience. This history would not have been possible without, specifically, the help of josh, Raph, Adrian, Xach, yosh, and more generally all of the guys on #gimp. This is NOT inclusive – there are many sites and people that continue to contribute to the success of GIMP that are not listed here. — Seth Burgess 2.3 RELATED STUDIES Photoshop has long been a widely used photo-editing and graphics application. With every new update to its flagship product, Adobe adds new features and updates old ones. The most recent version at the time of publication is Photoshop CS5, and like its predecessors, it is a complex program with a steep learning curve. Nevertheless, if you are interested in mastering Photoshop, either for your personal use or as a skill you can add to your resume, there are a number of things you can do to speed up the learning process. CS5 introduces new tools such as the Content-Aware Fill, Refine Edge, Mixer Brush, Bristle Tips and Puppet Warp. The community also had a hand in the additions made to CS5 as 30 new features and improvements were included by request. These include automatic image straightening, the Rule-of-Thirds cropping tool, color pickup and saving an 16-bit image as a JPEG. Another feature includes the Adobe Mini Bridge which allows for efficient file browsing and management.CS5 Extended includes everything in CS5 plus features in 3D and video editing. A new materials library was added, providing more options such as Chrome, Glass, and Cork. The new Shadow Catcher tool can be used to further enhance 3D objects. For motion graphics, the tools can be applied to over more than one frame in a video sequence. The GIMP is used by a large number of artists, amateurs, Web developers, educators. At school it is a handy tool that assists students and teachers in the preparation of graphic materials for slides, handouts, the school’s Web site or bulletin and similar projects.French artist Isabel Saij describes how she uses GIMP for her work:â€Å"It’s a program I use for different works: photo manipulation (mixing images together), drawings (my ‘digital fragments’ in relation to my ‘real fragments’ made on paper), teaching to teenagers, preparing images for video, etc.). In other words, one of my favorite programs.† There are many interesting examples of how this program is put to use by professionals and amateurs alike to effectively bring to life their ideas without giving up their freedom as computer users. Among those, there is one that goes beyond the ordinary. Man began his journey towards liberation from social constraints as an enthusiastic and talented teenager. His awareness and commitment to freedom led him to actively participate in the formation of a grassroots volunteer group in 2007, with the goal of introducing computer knowledge in his slum area in Bangalore through the use of freedom-respecting software. This brought sustained improvement to his community and ultimately a radical turn in his own life. The group set up a Free Software computer lab in the slum dwelling and Mani learned fast, becoming a teacher himself to help his peers develop better skills in the use of the various applications. He soon acquired a mastery of the advanced techniques of GIMP, and, combining technical knowledge with innate artistic abilities, he produced graphical art that he exhibited and sold. The following three-minutes video portrays Mani’s endeavor to learn Free Software. CHAPTER III This chapter describes how the research project has been done, and the type of research design followed: 3.1 DESIGN AND METHOD The researchers employed purpose sampling in selecting respondents of the study. The researchers believe that the users themselves are in the best position to determine the difference between Adobe Photoshop CS5 vs. Gimp. 3.2 DESCRIPTIVE RESEARCH METHOD The researcher used the descriptive method of research. They believe that this was the best method that could be employed to achieve the objective of the study. It described the objective of the study. It described the contemporary events base from the present states of affair by the phenomena rooted in the past and might affect the future. Aquino (1991) cited that descriptive research is fact finding with adequate interpretation. It is something more and beyond just dat-gathering but carried up to the level of adequate interpretation. Calderon (1993) supported the use of descriptive method of research wherein the present nature, composition of processes of phenomena are described recorded, analyzed and interpreted thereby showing how persons or group of things behave or function at the moment. 3.3 CREATIVE RESEARCH METHOD The show’s extensive use of research in its development and production process inspired several research projects that have provided evidence for its efficacy as a learning tool. Field tests showed that the attention and comprehension of young viewers increased with each repeated viewing. Anderson and a team of researchers, some of which included his colleagues at Nickelodeon, studied in 1999 â€Å"the impact of episode repetition on visual attention, audience participation, and comprehension. The researchers wanted to test whether repeated viewings of the show resulted in mastery over the material presented, or that viewers would habituate or become bored. 3.4 PROGNOSTHIC RESEARCH METHOD To provide systematic structure for the organization of the answer indicated in the accomplished problems. The main gathering device used was personally formulated by the researchers with the ideas derived from previous revised studies reviewed.

How to Change Your Oil

Michael Marcel Informative Speech Outline Topic: Changing engine oil Specific Purpose: To inform my audience about the three steps to changing their engine oil. Central Idea: The three steps in changing engine oil are gathering the necessary supplies, draining and filling the oil, and safely disposing of the oil. Introduction l. Have you ever been stranded on the side of the road? It's never a good thing. Keeping up with your vehicle maintenance is a very important element. According to the car research website Edmunds. Com states the majority of automakers call for oil hangers at either 7,500 or 10,000 miles.II. Vehicle repairs are getting more expensive by the year. Preventative maintenance will definitely cut back on those costs for you. Ill. I personally have been changing the oil in my truck at every 3,000 to 4,000 miles since I was sixteen years old. IV. Today I would like to inform you of the three major steps in changing your engine oil, which are gathering the necessary supp lies, draining and filling the oil, and safely disposing of the oil. Transition: Let's start with gathering the supplies for your oil change. Body l. Before actually beginning the oil change there are a few things to take care of.A. Find out and purchase the right amount of oil for your vehicle. B. Buy a new oil filter for the make and model of your vehicle. C. You will need a drain pan, a wrench for the oil drain plug, and possibly an oil filter wrench depending on how tight your filter is. Transition: Now that we know the necessary supplies to change your oil, let's talk about removing and replacing the old oil. II. There are four steps to follow for taking the used oil out of your car and replacing it. A. Place the drain pan under your car and remove the old oil filter. B.Loosen the oil drain plug with the normal wrench and let the oil drain into your pan. C. Replace the drain plug and install the new filter. D. You can now fill the oil back to your cars specifications from under the hood. Transition: Now that your oil is changed there are still a few steps left. Ill. In the U. S. , the California recycling website states less than 60 percent of used oil is recycled. Now it is time to dispose of your used oil. A. You should avoid prolonged contact with the used oil. Used oil can contain toxic substances such as benzene, lead, zinc, and cadmium. B.Always be aware of the temperature of the oil you're handling. C. Most local auto shops have an oil-recycling center. It is also important to recycle the filter. Recycle-steel. Org states that if all the filters sold across the U. S. Annually were recycled we would recover roughly 160,000 tons of steel. That's enough steel to build sixteen new stadiums the size of Atlanta's Turner Field. Conclusion l. In conclusion today I have told you the three steps to changing your oil, which are adhering the necessary supplies, draining and filling the oil, and safely disposing of the oil.II. I hope this has inspired you to st art saving a little time and money by changing your own oil.

The Planning Process Example

The Planning Process Example The Planning Process – Article Example International Planning Process Task: Planning Process In the planning process, Phases II and I mainly center on sorting out. Mostly, a country that lacks reasonable potentials for advanced analysis is purged. Phase I accesses suitability of the Country by considering environmental factors and country’s character. If the country presents an overall compromised state, it is not preferred for investment (Cateora & Graham, 2007). A country with a weak economy that avails no potential of supporting business’s activities is avoided. Additionally, the country should be stable politically, and prospects should show future stability. Political instabilities affect the business and its environment hence providing a risky venture. Importantly, the country’s resources and industrial state should sustain the project under consideration (Grünig & Kühn, 2005). Competition forces in the country also provide a noteworthy measure tool. Country presenting stiff competitions implies that the new launch may fail to tap sizeable market hence investor feels that an endeavor is not profitable. Countries with official legislations that may undercut the product is also not preferred. Virtually, any factor posing challenges of poor market, low profits, unhealthy competitions, compromised stability, and unendurable legislations leads to dropping of a country (Doole & Lowe, 2008). Phase II exerts a more analysis examining the adaptability of products in the Country’s market. The stage surveys the cultural environment essential for the establishment of the product and dissects if probable cost is sustainable. The nature provided by the products should be acceptable in the country (Doole & Lowe, 2008). This means product’s adaptation, packaging, branding and warranty need to blend with country’s state. In addition, distributions requirements like logistics and feeds should satisfy the study criteria to ensure penetration and distribution of t he product. Lastly, facilities for fueling promotions need be accessible to enhance the product’s campaign. Failing to satisfy these conditions may lead to Country’s dismissal in Phase II. ReferencesCateora, P. R., & Graham, J. L. (2007). International marketing. Boston, Mass: McGraw-Hill.Doole, I., & Lowe, R. (2008). International marketing strategy: Analysis, development and implementation. London etc.: South Western Cengage Learning.Grünig, R., & Kühn, R. (2005). Process based strategic planning. Berlin [u.a.: Springer.

What Does the End of Summer Mean to You

What Does the End of Summer Mean to You I’m taking a non-traditional approach to my blog this week because I’m feeling reflective.   Tomorrow I head out of town for a final vacation on the East Coast (New Hampshire).   I’m going to Dance New England’s summer dance camp, a place I have spent from four to eleven days every year (except one) for the past twelve years. It has become automatic for me that the end of summer means I’m heading to dance camp.   In fact, I almost didn’t go to camp this year because I had so much work to do, engagements on my calendar, etc.   But this ritual of camp is so ingrained that a week ago I cancelled all my appointments and bought a plane ticket.   The end of summer just isn’t the same without dance camp. The end of summer also means fall colors coming, and crispness in the air.   Apples flooding the farmers market where berries used to be.   Thoughts of snow shovels encroaching. Most important, however (yes even more important than dance camp), the end of summer means admissions season is approaching, and life is about to get even busier for The Essay Expert.   For the past nine months I have been a resume writer and business owner, as well as a career advisor at the University of Wisconsin Law School.   In a few short weeks, â€Å"College Admissions Essay Advisor† will move to the top of the list along with â€Å"Law School Admissions Consultant† for Kaplan. I look forward to this upcoming time of year.   College and law school applicants all have unique stories to tell, and I love learning and exploring them.   I love working with students, helping them gain insights into their lives that they might not have had otherwise.   I love watching people’s stories reveal themselves onto the page in a way that captures the interest of admissions officers because no one else could have told those stories in that particular way. And of course I love helping clients get into the colleges and law schools of their choice. I associate apples and fall crispness, even Thanksgiving, with the process of shepherding students into their next phase of life.   It’s a rewarding venture and the results will flower with the spring.   In the meantime, I’m heading to dance camp.   I’ll have more bloggery for you when I get back. I’m curious†¦Ã‚   what does the approach of the end of summer mean to you?   Are you a job seeker getting ready to buckle down in your search?   Are you the parent of a high school senior getting ready to increase your encouragement for your child to write an essay draft?   Are you a teacher writing letters of recommendation?   Please share in the comments below. Save Category:College AdmissionsBy Brenda BernsteinAugust 18, 2010 8 Comments Ellen Ingraham says: August 20, 2010 at 7:32 am My summers as an adult are so different than when I was a child. Every summer until I was twelve was spent at my grandmothers house down the Jersey shore. Days were filled with the beach, tennis and swim teams. The same kids came every year, and so did their parents and in most cases, their grandparents. No contest, it is my best childhood memory. Now I prepare for my son to start high school, my daughter to start her sophomore year at college. We spenta day at the Jersey shore this week, and I amazed the teenagers how this 53 year old could body surf! The water was cold and rough with huge waves I felt like a kid again. I look forward to growing my business this year, making new friends online, and enjoying the beautiful area that we live in. The Delaware river reaplces the Atlantic Ocean as the close-by water source. Although I kow my chidlren will have thier own memories about summer here, I do wish I could give them what I had. Not only the beach, but the community of multigenerational families; growing up knowing my friends Moms, and their Grandmas. Have fun at dance camp! Ellen Log in to Reply Diane Kern says: August 24, 2010 at 1:16 pm Dance Camp-that is a worthy ritual. I love the fall,but Im not ready for it yet. A Wisconsin native and recent transplant from Maine to Washington, fall is October,pumpkin festivals, and leaf peeping. A very short fall posting from me. https://wp.me/pohHp-b4 Log in to Reply Chris Paulsen says: August 24, 2010 at 1:18 pm This fall brings the senior year for our youngest son. The older siblings are already off to college. Weve been transitioning to parenting adults for several years now. Just one year left. Log in to Reply Jessica Oman says: August 30, 2010 at 3:27 pm For me, the end of the summer always brings excitement. Ive worked in post-secondary education for many years and I always enjoy the buzz of students returning to school, cracking open new textbooks, meeting new instructors. While many people associate the Spring with new beginnings, for me that fresh start has always come in September. I always look forward to this time of year to new projects, new connections, and new clients! Log in to Reply Rosanne Dingli says: September 6, 2010 at 9:16 am I live in Australia, so we are the other way around. Our Winter has just ended, and Spring is in the air. We did not get quite enough rain this winter, and the garden needs it, so heres hoping we get a wet Spring. All you guys in the US enjoy your Fall. Rosanne Dingli author of puzzle thrillers https://rosannedingli.blogspot.com Log in to Reply Mari-Lyn says: September 14, 2010 at 2:15 pm The end of summer ended with a 5,000 mile road trip of which, I really enjoyed..it felt like I had a summer.. I always like going to summer camp as a kid,,I always had fun it wish there was a summer camp for adults so we can re-live our childhood or do it again. Mair-Lyn Log in to Reply Teresa says: April 5, 2012 at 1:56 am Nice to hear that someone has a good attitude about summers end. Fall truly is glorious. Thanks for the lovely post! Log in to Reply Scott says: January 15, 2014 at 10:30 am The end of summer really can happen at anytime, its the end of those warm feelings of excitement. It can be meeting someone that takes your breath away, a life adventure that has new experiences and joy like your havent imagined with other people or the smallest things of taking someone to the airport very early when you have trouble getting up in the morning. This time is about how life is dying on the vine, where your dreams pass by, coldness is in the air and closeness escapes you. Profound sadness that time has passed you by. Your expressions go back into a shell for protection, they may come out again, but not in the same way. The warmth that was there is gone. Log in to Reply

Ethics of educational leadership Essay Example | Topics and Well Written Essays - 1250 words

Ethics of educational leadership - Essay Example These aspects will be critical in enabling me to lead a happy life. In addition, I will be able to impact on other people through sharing my experiences with others and giving a helping hand where necessary. My second code of ethics is respect for humanity, regardless of the differences. Currently, the world has become very dynamic with each challenges arising each day (Beckner, 2004). As a result, interaction with people from diverse cultures, religions, races, and gender has become a critical aspect towards achieving personal objectives. On the other hand, organizations are employing subordinates that emanate from different parts of the world (Howard, & Korver, 2008). This is to enable them to tackle various challenges. As a result, this personal code of ethics is significant in enabling me to interact with people and understand their ways of doing things. This enables me to appreciate diversity and learn how to live with people from various parts of the world. Decision making is a process that requires a procedure. While making a critical decision, I first recognize the ethical issue that need to be observed. This is through analyzing whether the decision could affect a person or a group of people. In addition, I balance between the benefits and damages that are likely to be brought by this decision. Then, I analyze the legality of the decision and whether it’s the best among the alternative. The second step involves getting all the facts about the decision being made. This step identifies all the relevant steps and whether there is a need to conduct more research about the situation. I also test whether I have enough knowledge to enable me to make the appropriate decision. Furthermore, during this case, I identify all the groups that are likely to be affected by the decision either positively or negatively. Lastly, I analyze all options of acting and the person that can be consulted. The third step involves evaluating the alternative