Reading Comment and Question on The History of Communication Media by Assignment

Reading Comment and Question on The History of Communication Media by Friedrich Kittler - Assignment Example The main guideline to technological advancement in media is reduction and elimination of the need to meet in order to communicate (Kittler, n.d). Communication in the past was based on the capability to read and inscribe but with the latest technologies it relies on the application of computer skills  (Kittler, n.d). The quality of communication today is guided by the ability to employ the latest technologies in communication correctly. Advancements such as the move from the olden pictographs that were done on clay tablets to the current broadband communication clearly show the great improvement in media technology. All media tools have improved in terms of information collected, Storage capability and speed of transmission. Technology has made places connect, and the limitations of time and distance have been wiped out. Despite having landmark positive changes, the latest media are exposed to the threat of a limited shelf life due to its fragility. Pictographs that were produced over 5000 years ago remain intact while newspapers that were manufactured just a year ago have already crumbled (Winthrop-Young, 2011, p.77). Information stored in DVDs and cassettes is easily lost due to the vulnerability of such media tools. Despite offering many solutions, the latest technologies in media, therefore, pose a risk of destroying cultural heritage. Digital technologies produce information for instant, but one time use as opposed to olden methods that produced information to be used over

Joseph Estrada and National Service Training Essay Example for Free

Joseph Estrada and National Service Training Essay Republic Act 9163 is an act establishing the National Service Training Program (NSTP) for tertiary level students. Its short title is National Service Training Program (NSTP) Act of 2001. It was passed by the House of Representatives and the Senate of the Republic of the Philippines on December 19, 2001. It was subsequently approved by Philippine President Gloria Macapagal-Arroyo last January 23, 2002. RA 9163 or the National Service Training Program (NSTP) Act of 2001 NSTP is a program aimed at enhancing civic consciousness and defense preparedness in the youth by develop-ing the ethics of service and patriotism while undergoing training in any of its three (3) program components. (RA 9163). Section 2 Rule 1 of the Implementing Rules and Regulations (IRR) of the NSTP Act states the role of the youth in nation-building. It says: 1.  In recognition of the vital role of the youth in nation-building, the State shall promote civic consciousness among them and shall develop their physical, spiritual, intellectual and social well-being. It shall inculcate the ideals of patriotism, nationalism, and advance their involvement in public and civic affairs. 2. As the most valuable resource of the nation, they shall be motivated, trained, organized and involved in military, literacy, civic welfare programs and other similar endeavors in the service of the nation. ROTC is a program institutionalized under Sections 38 and 39 of Republic Act 7077 designed to provide mili-tary training to tertiary level students in order to motivate, train, organize and mobilize them for national defense preparedness. (RA 9163). CWTS refers to programs or activities contributory to the general welfare and the betterment of life for the members of the community or the enhancement of its facilities, especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation and morals of the citizenry. (RA 9163). LTS is a ? program designed to train students to become teachers of literacy and numeracy skills to school chil-dren, out of school youth, and other segments of society in need of their service. (RA 9163). NSTP Act states that all incoming freshmen students, male and female, starting School Year (SY) 2002-2003, enrolled in any baccalaureate and in at least two (2) year technical-vocational or associate courses, are re-quired to complete one (1) NSTP component of their choice, as a graduation requirement. (RA9163 IRR). More-over, NSTP component chosen by the student shall be undertaken in two (2) terms and be credited for a 3-unit subject per term. Important and lasting beliefs or ideals shared by the members of a culture about what is good or bad and desirable or undesirable. Values have major influence on a persons behavior and attitude and serve as broad guidelines in all situations. Some common business values are fairness, innovation and community involvement. 2. The monetary worth of something in areas such as accounting, economics, marketing or mathematics. A value can be defined as your personal belief on a moral or ethical issue. For example, those who have strong family values believe that families should always eat meals together. Those who have strong Christian values find it important to attend church each sunday. Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. The wealth of knowledge acquired by an individual after studying particular subject matters or experiencing life lessons that provide an understanding of something. Education requires instruction of some sort from an individual or composed literature. The most common forms of education result from years of schooling that incorporates studies of a variety of subjects.

Marcuses Account of the Features and Significance of True and False N E

Modern capitalist society is the target of severe criticism in Herbert Marcuse's book, One-Dimensional Man. As one would hope, Marcuse's intent is not merely to point out the shortcomings of the present system. He further hopes to encourage change in the most basic features of society, and with the intent to effect change arises the question of what goals the proposed change is directed towards. Primary among his goals is the "development and satisfaction of human needs and faculties" (xliii). Which of the wide range of human faculties are worthy of development? This question obviously requires value judgments to be made; any answer will be highly subjective or very complex, and probably both subjective and complex. Instead, this paper will focus on the second problem raised by Marcuse's goal: the identification of human needs to be satisfied. In particular, we will examine his own standards for determining what human needs must be satisfied by a rational society. Marcuse assumes that not all of what have been called "needs" at one time or another are real necessities that a rational society need consider. Certain "vital needs" are beyond doubt, however. Those are the needs of human biology without which life cannot continue, and such needs seem clearly to be objectively determined by biological factors. The sheer misery that infects human life when adequate food, water, and protection from the elements are not available in itself would seem to give sufficient reason for a rational society to concern itself first with providing everyone with those bare necessities. It is generally taken for granted that human beings have needs beyond the mere sustenance of biological life. Some of those proposed needs border on the biological, such as "the need for health care." At the other extreme are needs with no physical component at all, such as "the needs for spiritual sustenance." How does Marcuse propose we evaluate these less objectively evident contenders? Overall, he takes an attitude of skepticism towards them. Marcuse writes that "human needs, beyond the biological level, have always been preconditioned" (4). The key concept in this sentence is "conditioned"; the conception of needs of this type are th... ...would rather eliminate upon reflection. For example, one can easily imagine someone realizing that her desire for Gap pants originated in advertisements, and deciding that she did not want this need impressed on her by the advertising industry. This incremental elimination of false needs would go at least partway towards Marcuse's ideal of liberation through the consciousness of one's own servitude. The resources freed up by individuals' abandonment of unwanted false needs could then be used towards satisfying the vital needs of others. This result is less complete of an improvement than Marcuse is arguing for; however, it is probably the greatest shift in individuals' conception of their own needs that can be accomplished given the inherently social nature of non-physical needs. Even with its ambitions diminished in this way, Marcuse's consideration of true and false needs shows how there is room for movement toward "the optimal development†¦of all individuals, under t he optimal utilization of the material and intellectual resources available to man" (6). All citations from: Marcuse, Herbert. One-Dimensional Man. Boston: Beacon Press, 1964.

Improving the processes of patient care to improve outcomes Essay

Improving the processes of patient care to improve outcomes is fundamental to quality patient care and requires skills in change management. Porter-O’Grady, Tim; Malloch, Kathy. Leadership in Nursing Practice (p. 3). Jones & Bartlett Learning. Kindle Edition. The term innovation, rather than change, is often used to gain attention and infer that something new and special is happening. One of Porter-O’Grady, Tim; Malloch, Kathy. Leadership in Nursing Practice (p. 4). Jones & Bartlett Learning. Kindle Edition. the reasons there are significant variations in the descriptions of change and innovation can be attributed to the various underlying assumptions about the environment and the nature of change. Porter-O’Grady, Tim; Malloch, Kathy. Leadership in Nursing Practice (p. 4). Jones & Bartlett Learning. Kindle Edition. Linear change does not recognize the multiple, unanticipated human actions and communications that occur and the dynamic context in which the change is occurring. As a consequence, the linear perspective often becomes rigid, control driven, frustrating, and unsuccessful. Porter-O’Grady, Tim; Malloch, Kathy. Leadership in Nursing Practice (p. 5). Jones & Bartlett Learning. Kindle Edition. The world is in continual motion, and movement occurs in more than linear ways. A change in one area can result in numerous, unanticipated changes in areas not considered. Porter-O’Grady, Tim; Malloch, Kathy. Leadership in Nursing Practice (p. 5). Jones & Bartlett Learning. Kindle Edition. Interactions in a complexity perspective are characterized by creativity, interdependence, unpredictability, and collective knowledge. Porter-O’Grady, Tim; Malloch, Kathy. Leadership in Nursing Practice (p. 6). Jones & Bartlett Learning. Kindle Edition. Change is †¦ †¢ Something new or different †¢ To make or become different †¢ To alter; to make different; to cause to pass from one state to another; as, to change the position, character, or Porter-O’Grady, Tim; Malloch, Kathy. Leadership in Nursing Practice (p. 6). Jones & Bartlett Learning. Kindle Edition. appearance of a thing; to change the countenance †¢ To alter by substituting something else for, or by giving up for something else; as, to change the clothes; to change one’s occupation; to change one’s intention †¢ To give and take reciprocally; to exchange; followed by with; as, to change place, or hats, or money, with another Source: Webster’s Dictionary (1991). Innovation is †¦ †¢ Anything that creates new resources, processes, or values or improves a company’s existing resources, processes, or values (Christensen, Anthony, & Roth, 2004) †¢ The power to define the industry; the effort to create purposefully focused changed in Porter-O’Grady, Tim; Malloch, Kathy. Leadership in Nursing Practice (p. 6). Jones & Bartlett Learning. Kindle Edition. an enterprise’s economic or social potential Porter-O’Grady, Tim; Malloch, Kathy. Leadership in Nursing Practice (p. 6). Jones & Bartlett Learning. Kindle Edition. evidence-based practice, linkages between clinical practice and scientific standards, the quest for consistency, minimizing idiosyncrasies, and providing a scientific basis for policy construction are the basic reasons for a change in health care. Using an evidence-driven model serves to provide focus and organization of change initiatives; evidence-based practice is the platform for nurses’ work. Porter-O’Grady, Tim; Malloch, Kathy. Leadership in Nursing Practice (p. 10). Jones & Bartlett Learning. Kindle Edition. chaos is normative in health care. Porter-O’Grady, Tim; Malloch, Kathy. Leadership in Nursing Practice (p. 14). Jones & Bartlett Learning. Kindle Edition. Personal knowledge and accountability for one’s own strengths and limitations specific to change and innovation, including technical capability and computer literacy †¢ Understanding the essence of change and innovation concepts as well as the tools of innovation †¢ The ability to collaborate and fully engage team members— that is, relational competencies Porter-O’Grady, Tim; Malloch, Kathy. Leadership in Nursing Practice (p. 14). Jones & Bartlett Learning. Kindle Edition. †¢ Competence in embracing vulnerability and risk taking Porter-O’Grady, Tim; Malloch, Kathy. Leadership in Nursing Practice (p. 14). Jones & Bartlett Learning. Kindle Edition.

How can sociologists explain the improvement in the educational performance of girls?

It is widely argued that gender influences achievement. Sociologists have noticed a difference in the level of achievement in boys and girls under sixteen. Studies show boys do not perform as well as girls in standard subjects in school, girls are now overtaking boys at a higher-level standard. Sociologists noticed this when they saw A' level results and GCSE results, however Post-16 girls tend to drop out of science and technology despite doing better than boys at GCSE. Boys' early literacy skills are markedly lower than girls. Although sociologists agree that there is a definite ‘gender gap' between males and female under sixteen, it is not just a simple case of ‘boys doing badly, girls doing well'. The relationship between gender and achievement is much more complex; problems have arose within the area of ‘the gender gap', it is not the same in all subjects – boys perform slightly better in GCSE maths than girls. It can not be applied to all levels of education, particularly university where the dropout rate is higher amongst girls; social class and gender affect it. A variety of reasons have been suggested for the difference between male and females in relation to achievement. Sociologists have attempted to explain firstly why females out perform males in most subjects under the age of sixteen and secondly why females are less likely to enter higher education (post 16 education) despite the fact that female school leavers tend to be better qualified than male ones. It has been suggested that females out perform males because of the following facts, educational policies to help girls over the past twenty years has seen attempts to improve the academic performance of girls. Coursework favours girls – course work in many subjects has helped to improve the academic standards of many girls. Girls have higher career aspirations; there is now a greater range of role models in society than in earlier years. In the 1970s Sue Sharpe wrote a book called â€Å"Just like a girl† in which she writes that most women then wanted to get married and have children. They did not see the point in staying on at school. There were very few jobs for women in the earlier years – only office jobs, nursing, teaching etc. However in today's' society womens' attitudes towards education have changed. More girls now want to attend college and university. There are a wider range of careers for women these days – fire fighters, business, design etc. The idea of marriage has become less popular. As there are more job opportunities for girls these days, they need qualifications therefore they need to work harder. There are poorer employment prospects for men in regard to the changes in the traditional male manual work. Male overconfidence in their own abilities causes unrealistic high expectations. Anti-school culture makes boys vulnerable to acting out the ‘men behaving badly' role, which in turn places little emphasis on education. Boys are more likely to not do their homework and go out with their friends, than girls. Boys find it more difficult to stay in and do their work as they might be worried that their friends will think that they are not ‘cool'. Girls tend to be more mature. Male literacy problems- it is a fact that boys read and write less than girls. Boys are more interested in their computer games where as girls are more likely to read books. This will help them with their school work. Labelling- teachers are more likely to label boys negatively and create a self-fulfilling prophecy of educational failure. Teachers more likely to think boys are more disruptive than girls therefore do not give them as much help. Therefore they are more likely to fail the subject. Also the parental expectations of their children differ, boys are expected to be tougher and more boisterous, girls tend to be quieter and neater. They are encouraged to play different games and are given different toys therefore this creates the basis for differences in interests and attitudes. Curriculum differences – there are two levels the ordinary and the hidden curriculum. Although schools have to offer girls and boys equal access to all courses, we can see that differences emerge. In the past girls were less likely to choose science or computer courses, (it has to be noted that this may not always be the case, especially in more modern times) they were more likely to take home economics, modern languages, social studies and secretarial courses, it is quite normal for ‘male' subjects of CDT to be on the timetable at the same time as the domestic science and the office skills subjects, therefore the official curriculum varies by gender. However these days girls cannot drop out of science and maths. They also take more subjects that boys would take and they have to so GCSE coursework. This helps girls because they are better organised. The hidden curriculum; this is the way that certain ideas and values of the teachers, other pupils and the wider society penetrate through the school. This is not part of the official school lessons. In the past some sociologists argued that as a result of attitudes shown by both parents and teachers girls learn to underachieve. By this they mean that sex stereotyping occurred in which teachers (and parents) knew what sorts of jobs girls do, and have been traditionally successful in, and they then gear girls to follow courses which lead to careers in these areas. It has been suggested that the main reason why girls perform differently in the educational system from boys is mainly due to the way society and the media creates ‘gender roles' which stress how males and females ought to behave. Magazines and television advertisements portray male and females in different ways making us feel that we have to act like them. There are clear gender roles expected of girls, e. g. to be feminine, to want to marry and to have children and to follow only a relatively narrow range of occupations in nursing and office work, etc. These views are strengthened by the media, which also portray women as sex symbols, nurses or housewives. Sociologists also found that girls were rarely portrayed as the central character and rarely showed initiative. Boys were far more often shown as the central character and tended to engage in more exciting activities. However girls today want independence, they do not want to be second class citizens. Leisure – When girls have time they like to gossip and have a â€Å"chat. † Therefore girls communicate better. This means that girls have better communication and educational skills than boys. In conclusion it is clear that girls are doing better but it is not the whole story because achievement affected by other factors cannot be ignored. These other factors are class and ethnicity.

Identify a real-life public relations campaign that attempted to put a positive spin on an otherwise negative situation.

Identify a real-life public relations campaign that attempted to put a positive spin on an otherwise negative situation. The ‚“Quit Now‚” is a public relations campaign which uses the stories of people who either quit smoking or had a bad experience with smoking. This campaign is run to make a national effort to help people who want to quit smoking. It is run by The National Cancer Institute (NCI) and the Centers for Disease Control and Prevention (CDC). Both agencies want to put a positive spin on quitting smoking by implementing the negative message that people continue to die from, ‚“tobacco-related disease,‚” (nih.gov/news/pr/sep2006/nci-29.htm) and they feel they can help one can prevent this.The first thing that I noticed while viewing this campaign was how the Public Relations Program was put into effect. The first step of this program is information gathering. Quit Now had taken submissions from cigarette smokers by asking them why they wanted to quit, how they did quit, and what has happened to their health from smoking.English: The Centers for Disease Control a nd Preve...This organization then chose how they were to be planning on using this information , which is the second phase of the Public Relations Program. After they go over the submissions they plan to use these stories to communicate there message across the country. Quit Now will communicate the successful quitter‚s stories and the not so successful smoker‚s stories for television and radio spots to the country. This campaign has also implemented the fourth step of the Public Relations outline by giving people access to reports that are based on surveys which have evaluated the life rates of smokers versus people who have since quit smoking.The next thing I noticed about the Quit Now campaign was how they are using public relations online. Quit Now utilizes websites such as http://smokefree.gov, cancer.gov/cancertopics/tobacco and cdc.gov/tobacco/. These websites are used in an effort to help people quit by,

Free Essays on Conflict

Throughout one’s life, one establishes many relationships. Some are built upon, and become strong and unshakable, some are broken and left to dissolve. While some are paved slowly and with love, blossoming to become something wonderful, others are blown apart : George, a co-owner of a small coffee shop has noticed that there are fewer customers coming in to his store. He is worried about his profit, and is reluctant to change anything about the store due to the cost. Max, the other owner, is more concerned with the quality... Free Essays on Conflict Free Essays on Conflict Unit 2: Cognition, Thinking, Problem Solving A.) Apply the Working Memory and Long-Term Memory of the Information-Processing model: In the case study â€Å"Endangered Species,† the teacher, Ms. Dennison, demonstrates utilizing the working memory and long-term memory while introducing new information to her fifth-grade class. She introduces the lesson with an informational video about an endangered species and begins a discussion using the students working memory of what they had just learned from the video combined with information students already have in their long-term memories. Ms. Dennison uses elaborative rehearsal, cues the students to create mental representations, and uses symbolic representation through prepositional networks, categorizing the different species and their characteristics, to effectively transfer the new information into the students’ long-term memories. B.) Apply Meaningful Learning: A good example of a teacher using meaningful learning to aid students’ understanding of new information and concepts is shown in the case study â€Å"Endangered Species.† Ms. Dennison uses visual and mental imagery to relate the size and characteristics of a manatee from images her students already know (relating manatee to a cow). She also organizes the new material for her students on a matrix in a structured, meaningful fashion. C.) Apply the way to Encode Declarative Knowledge: Ms. Dennison, of the case study â€Å"Endangered Species,† demonstrates the way to encode declarative knowledge by using the students mental image of a cow to relate to the characteristics of a manatee, a species not encountered by the students. They use their episodic memories of observing and identifying cows, comparing and contrasting physical traits to develop and comprehend concepts about the unfamiliar species. D.) Apply strategies to help students develop and refine metacognitive skills: The critical thinking activity Mr. Man... Free Essays on Conflict Throughout one’s life, one establishes many relationships. Some are built upon, and become strong and unshakable, some are broken and left to dissolve. While some are paved slowly and with love, blossoming to become something wonderful, others are blown apart : George, a co-owner of a small coffee shop has noticed that there are fewer customers coming in to his store. He is worried about his profit, and is reluctant to change anything about the store due to the cost. Max, the other owner, is more concerned with the quality...