Proposal Essay Example | Topics and Well Written Essays - 750 words - 11

Proposal - Essay Example nces or the spectators have changed significantly in this present day context as compared to previous years with the growing expertise in worldwide film industry. It can be affirmed that promotion is regarded as an effective marketing tool, which assists in generating greater awareness of the products and/or services within customers’ mind. While making effective planning for the promotional concept of the movie â€Å"Star Wars†, it can be affirmed that ‘Lucasfilm’ launched the teaser trailer online for its upcoming movie â€Å"Star Wars: The Force Awakens†, which will hit the theatres on Dec’2015. The trailer is merely of 90 seconds duration and presents only the finest glances of a motion picture that the audiences might not see for more than a year. The Star Wars trailer set an instant wave of armchair comments and online study, which comprised a series of explanations and criticisms about the trailer. The movie is quite likely to be prefer red by young generation people having inclination towards science-fiction genre. It is in this context that attracting upper-middle class and suburban women shall become a challenge for the movie, as this particular group is likely to prefer watching family or comedy genre films. However, to attract this particular customer group, the marketing group of Star Wars may take the assistance of word-of-mouth promotional technique apart from the traditional approaches of media advertisements. Setting up Google alerts to track a gist of relevant links to be shared among audiences on social websites might prove to be quite beneficial, as most of the suburban and upper middle class women are nowadays accustomed with the use of online media promotions (Fischoff, Antonio and Lewis, â€Å"â€Å"Favorite Films and Film Genres as a Function of Race, Age, and Gender†). Specially mentioning, as internet has become one of the most preferred tools for the consumers in finding out information about any subject matter, the online media may

Chemical dependency Essay Example for Free

Chemical dependency Essay Group Structure: Type of group: This meeting was a â€Å"Narcotics Anonymous Open Sharing Meeting†. This component, where anyone attending had the opportunity to share. There was no direct feedback from the other participants during the â€Å"share†, thus only one person spoke at any given time during that portion of the meeting. Organizational affiliation: Narcotics Anonymous as a group has no affiliation outside of Narcotics Anonymous. As a group they have no opinion on outside issues,† including those of politics, science, or medicine, and do not endorse any outside organization or institution. The fellowship does not promote itself, but rather attracts new members through public information and outreach. Narcotics Anonymous groups and areas supply outside organizations with factual information regarding the Narcotics Anonymous program, and individual members may carry the Narcotics Anonymous message to hospitals and institutions, such as treatment centers and jails. Narcotics Anonymous as a group base their public relations policy on attraction rather than promotion. Physical environment: This meeting was held in the recreation room in the basement of a church. There was an oblong table at the head of the two rows of chairs placed in a 360 degree circle. Participants: There were roughly 40-50 participants ranging in age from mid teens to late 50’s. There were only 5 females in attendance. This group’s ethnicity was about 85% Caucasian, 10% African American and 5% Latino. Leadership structure: In different areas the work is divided differently, and the particular jobs are sometimes called different names. At this particular meeting the leadership structure was as follows, ranking from top to bottom in hierarchy. Chairperson, Co-Chairperson, Secretary, Treasurer and Group service representative (GSR). Process: What the group does for a person’s first visit? First time visitors and newcomers to this meeting were asked to introduce themselves by first name only. These individuals were welcomed by all the participants at the meeting. These individuals were given a hand shake, a hug and a white key tag (by a presenter) that said welcome on one side and on the other side had the Narcotics Anonymous logo. How members’ contribute to the group’s leadership? Members who attend the same meeting on a regular basis to establish a recovery network and reliable routine understand this to be their â€Å"Home Group†. These group members are able to participate in the group’s business, and play an important role in deciding how the structure, leadership and the group’s meetings will be conducted. Each member has a vote in this process and the majority vote rules. Activities that occurred during the meeting. There were no physical activities during this meeting but certain individuals read inserts from the â€Å"Basic Text Book† of Narcotics Anonymous pertaining to that week’s format and agenda. Address the following questions: How did the group begin? The group began by the Chairperson knocking on the table to gain every ones attention, then announcing them self, followed by stating the name of this group (Dead Man Walking) then reciting the Serenity Prayer. How was the purpose of the meeting communicated? The purpose of the meeting was indicated by preamble which was read by the Chairperson also by the reading of the secretary’s report, which was read by the C-Chairperson, this stated the purpose of the meeting and the rules in which the participants were required to oblige by. How was the meeting’s agenda established? The agenda varies in whatever way seems to best suit the personality of the group and the needs of the addicts in the community. This meeting’s agenda and format was established by the governing members (from the Home Group) and varies from week to week but was mostly based on the 12 Steps and 12 Traditions of Narcotics Anonymous. Techniques used to encourage people to participate. It was announced to all those attending the meeting that participation was optional. What extent were these techniques effective. There was no pressure on anyone which made the atmosphere very comfortable. What are participants’ responsibilities for the meeting process? Anonymity of the group’s participants and process were the main responsibilities from all those attending and keeping the sharing time between 3-5 minutes and not interrupting the person who was talking. How were these responsibilities explained? These responsibilities were explained to the group in detail during the reading of the secretary’s report. How did the group demonstrate interest, acceptance, etc. in those attending? The participants showed interest by paying close attention to the individual who was sharing and when those who shared finished, everyone in the group (at one time) thanked that person for sharing their story. What emotions were observed? There were a couple of times when an individual who was telling their story began to cry. Other times there was some laughter from the group when certain individuals identified their own story with the one the person was sharing. How did the participants respond to expressions of these emotions? The participants expressions showed true concern and empathy for those who were sharing their experience, strength and hope. Were there any decisions made for future events or meetings? It was stated in the secretary’s report that all meeting events and decisions are discussed and made during the group’s monthly business meeting. The business meeting for this group is held on the second Saturday of the month. Describe any observation of any therapeutic factors. The therapeutic value of one addict helping another gave each participant the feeling of acceptance and familiarity. There were a lot of similarities between the structure of an Alcoholics Anonymous and Narcotics Anonymous meeting. A major difference I witness at the Alcoholics Anonymous meeting from the Narcotics Anonymous meeting was, at the Narcotics Anonymous Meeting it was suggested that those who was sharing not to acknowledge or mention there drug use. At the Narcotics Anonymous meeting it was clearly stated that â€Å"Narcotics Anonymous does not distinguish a difference between substances, they are all inclusive, â€Å"Alcohol is a drug†. It was also stated at the Narcotics Anonymous meeting that anyone from the other fellowship (Alcoholics Anonymous) was accepted at this and all Narcotics Anonymous meetings.

Working With Special Populations

Working With Special Populations Spirduso et al. (2005) gives the definition of ageing as ‘ A process or group of processes occurring in living organisms that begins with birth and, with the passage of time, leads to a loss of adaptability, functional impairment and eventually death. Also Swain and Leutholtz (2002) define aging as a result in years of physical inactivity, and that much to do with the biological consequences of age is the sedentary lifestyles most aging people have. Those who remain physically active throughout life demonstrate much slower rates of physical decline than do the sedentary, and a growing body of research indicates that those who have been sedentary for many years can experience significant improvements by beginning an exercise programme even at very advanced ages (Fiatrone et al. 1990). The World Health Organization (WHO) estimates that there is over 20 percent of the population in the United Kingdom over the age of 65 and by the year 2025 there is an overall projection that, that value will rise to almost as much as 30% of the population living in the united Kingdom to be over the age of 65 (Mcardle, Katch and Katch 2010). Research shows that when properly prescribed exercise, elderly people can significantly improve their aerobic power (Eshani 1987), muscular strength and size (Fiatrone et al. 1990; Frontera et al. 1988), and bone density (Dalsky 1989). Improvements in functional movements such as walking speed and stair climbing power have also been reported (Fiatrone et al. 1990). These results can reverse the effects of many years of physical decline and lead to greater independence and a much higher quality of life. More than half of elderly people have at least one disability or chronic condition, participation in a regular physical activity/exercise programme has many physiological health benefits including reducing the risk and lessening the impact of many chronic diseases (DiPietro, Caspersen and Ostfield 1995). Aging has numerous effects on organ systems in the body, effecting skeletal muscle, body composition, the cardiovascular system, the metabolic system, the respiratory system, the nervous system, energy expenditure and energy intake and also thermoregulation. These can all seem to be contraindications for exercising when elderly such as thermoregulation being affected this means there is a decreased ability to regulate body temperature when homeostasis is challenged; decreased amount of sweat per active sweat gland; reduced response to increased blood flow during exercise attributable to structure and response of cutenous blood vessels; inadequate ability to reduce splanchnic blood flow during exercise (Kenney 1997 and King, Martin 1998). In general, if an individual leads an active lifestyle it preserves and enhances skeletal muscle, strength and endurance, flexibility, cardio respiratory fitness and body composition for later life. Main Content Physiological Factors Cardiovascular Fitness + Training Since many elderly individuals have a low initial fitness level, it is prudent to begin exercise programmes at a low intensity and to progress gradually (Swain and Leutholtz 2002). Low cardiorespiratory fitness is a risk factor for cardiovascular disease and all cause mortality (Blazer 1982). Low VO2 peak is associated with reduced ability to perform ADLs (activities of daily living) including climbing stairs and brisk walking (Birdt 1998). A small improvement in cardiovascular fitness is associated with lower risk of death. Healthy sedentary older men and women can increase their cardiorespiratory fitness by performing aerobic exercise training (Engels et al. 1998: Kuczmarski et al. 1994). Physical activities that the elderly population, should engage in are walking (indoors, outdoors, or treadmill), gardening, swimming (water aerobics), golf and cycling (White 1995). Combining strength with endurance training is also beneficial for the elderly individual. One study showed that after 6 months of combined resistance and endurance training, older healthy individuals increased their VO2 peak (11%) and their upper and lower body strength (Blazer 1982). The ability to carry out normal daily task such as carrying laundry, vacuuming and climbing stairs translated to carrying 14% more weight and moving 10% faster. Resistance Training Elderly individuals, including the oldest old and very frail elderly, demonstrate physiological adaptations to strength training (Kuczmarski et al. 1994). How much adaptation depends on the frequency, volume, mode, type of training and initial training state (Ferketich, Kirby and Alway 1998). Strength training has the potential to improve functional capacity and quality of life of the elderly person (Fiatrone et al. 1990). Most elderly individuals can participate in a resistance training programme that is individually designed. Those with hypertension or arthritis or at risk of osteoporotic fracture need to be assessed and evaluated by a physician prior to initiating resistance training programme (White 1995). A ACSM recommendation for the elderly that bears some scrutiny is the recommendation to use machines as apposed to free weights. Swain and Leutholtz (2002) evaluates that although it is true that machines require less skill, free weights have the advantage of teaching balance and greater neuromuscular control, which may be transferrable to real world activities. Furthermore they also talk about free weights being more superior by allowing the user to add small amount of weight onto their dumbbells i.e. 1kg whereas resistance machines normally have increments of 4.5kg or more which is a large leap when the user is frail, on the other hand ACSM realise that machines require less balance requirements and the risk of injury. Resistance training programmes lasting from 8 weeks to 1 year can increase muscle strength and mass in elderly, regardless of age and sex (Fiatrone et al. 1990). Psychological + Sociological Factors International Society of Sport Psychology (1992) states that â€Å"Individual psychological benefits of physical activity include: positive changes in self perceptions and well-being, improvement in self-confidence and awareness, positive changes in mood, relief of tension, relief of feelings such as depression and anxiety, influence on premenstrual tension, increased mental well-being, increased alertness and clear thinking, increased energy and ability to cope with daily activity, increased enjoyment of exercise and social contacts, and development of positive coping strategies.† Many older individuals do not have a spouse, close children or friends to rely on for socialization, assistance and support (Evans 1999). Although with age, social relationships may change from family to more formalized organizations or nonfamily members, many elderly live in social isolation and are very lonely. This is important because epidemiological studies have demonstrated a relationship between social support and physical health (Evans 1999). To add on to this it has been show that in several studies, lack of social support is a major risk factor for depression, morbidity and mortality (Engels et al. 1998). Participation in an organized training session provides an excellent opportunity for interaction between other elderly people and when organising a session it is been seen to do all activities as in one whole group to get a more major interaction between participants (Evans 1999). Also another method which could be used to improve social interaction for the elderly participating in a exercise program could include a ‘buddy exercise system where individuals are matched up with similar ability to perform their exercises together. Exercise Recommendations Physical activity recommendations for the elderly are updated regularly by the American College of Sports Medicine (ACSM 2000). High intensity activities such as running, rowing, aerobic/gravity riders, and stair steppers may not be appropriate unless the individual has a rare high fitness level. Low to moderate intensity exercise programmes can be performed daily. Higher intensity exercise sessions (>70% heart rate reserve) should only be performed 3 to 5 days per week (ACSM 2000). This allows for recovery days, which are more important for the older adult than the younger person as elders recover slower. Older individuals with a low exercise capacity may benefit from multiple daily sessions of short duration, whereas the more capable individual can benefit from three sessions per week with exercise bouts performed once per day (ACSM 2000). Elderly individuals who are unable to perform ambulatory activities may be candidates to perform seated chair activities, stationary cycling and water activities. T ai chi is seen to be one of the best activities for elderly individuals to undertake as it improves strength and balance according to Dalsky (1989). For the healthy older individual, it is recommended that exercise be performed minimally for 30 minutes but not beyond an hour in duration. If an individual beginning an exercise programme is predominately sedentary, has severe chronic disease, or has a very low fitness level, a minimum of 30minutes of continuous activity may not be possible. Sessions of as little as 10 minutes two or three times a day is appropriate in this situation. Health benefits are still obtained this way (ACSM 2000). National and Regional Strategies Summary Physical activity of light to moderate intensity helps to improve health, whereas moderate to high intensity physical activity with an emphasis on aerobic endurance improves cardiorespiratory fitness (VO2) as well as health in older individuals. Elderly individuals demonstrate improvements during resistance training by increasing muscle mass and strength; this improves gait, balance, and overall functional capacity and bone health this staving off chronic diseases such as osteoporosis and improve overall quality of life. There are also psychological benefits associated with regular physical activity and exercise. Dr. Robert Butler, former director of the National Institute of Aging states ‘If exercise could be put in a bottle, it would be the strongest medicine money could buy In general the elderly person can improve physical and mental health by performing regular physical activity, and this should be encouraged by all medical and exercise professionals. Ultimately, regardless of age or level of frailty, nearly all elderly persons can derive some physiologic, functional or quality of life benefit from initiating an exercise programme. Training Sessions Mode Frequancy Itenisity Duration Special Considerations Aerobic Training Intensity Load Reference Page American College of Sports Medicine. (2000) ACSMs Guidlines for Exercise Testing and Prescription. 6th Edition. Baltimore: Lippincott, Williams and Wilkins. Birdt, T.A. (1998) Alzheimers disease and other primary dementia. In Harrisons principles of internal medicine. New York: McGraw and Hill; pp. 2348-2356. Blazer, D.G. (1982) Social support and mortality in an elderly community population. American Journal of Epidemiology; 115:684-694. Dalsky, G.P. (1989) The role of exercise in the prevention of osteoporosis. Comprehensive Therapy. 15(9):30-37. DiPietro L, Caspersen C.J., Ostfield A.M. (1995) A survey for assessing physical activity among older adults. Medical Science Sports and Exercise; 25: 628-642. Engels, H.J., Drouin, J., Zhu, W., Kazmierski, J.F.(1998) Effects of low impact, moderate intensity exercise training with and without wrist weights on functional capacities and mood status on older adults. Gerontology: 44:239-244 Eshani, A.A. (1987). Cardiovascular adaptations to exercise training in the elderly. Journal of Applied Physiology. 46:1840-1843 Evans, W.J.(1999) Exercise Training Guidelines for The Elderly. Medical Science of Sport and Exercise; 31:12-17 Ferketich, A.M., Kirby, T.E., Alway, S.E. (1998) Cardiovascular and muscular adaptations to combined endurance and strength training in elderly women. Acta Physiology Scandinavia; 259-267. Fiatarone, M.A., Marks E.C., Ryan N.D., Meredith C.N., Lipsitz L.A., Evans W.J. (1990) High intensity strength training in nonagenarians. Journal of American Medical Association. 263:3029-3034. Frontera, W.R., Meredith, C.N. OReilly, K.P. Knuttgen, H.G. Evans, W.J. (1988) Strength conditioning in older men: Skeletal muscle hypertrophy and improved function. Journal of Applied Physiology, 64:1038-1044. International Society of Sport Psychology (1992). Physical activity and psychological benefits: International Society of Sport Psychology Position Statement. The Physician and Sports medicine, 20(10), 179-184. Keen, W.L. (1993) The older Athlete: Exercise in hot environments. Sports Science Exchange 6:44. King, A.C. and Martin, J.E. (1998) Physical Activity promotion: Adoption and Maintenance. American College of Sports Medicines Research Manual for Guidelines for Exercise Testing and Prescription. Baltimore: Williams and Wilkins pp 564-569. Knutzen, K.M., Brilla, L.R. and Caine, D. (1999) Validity of 1RM prediction equations for older adults. Journal of Strength and Conditioning Research 13, 242-246. Kuczmarski, R.J., Flegal, K.M., Campbell, S.M., Johnson, C.L. (1994) Increasing prevalence of overweight among U.S. adults. Journal of American Medical Association; 272:205-211. McArdle, W.D., Katch, F.I. and Katch V.I. (2010) Exercise Physiology: Nutrition, Energy and Human Performance. 7th Edition. Baltimore: Lippincott Williams and Wilkins. Seguin, R. and Nelson, M.E. (2003) The benefits of strength training for older adults. American Journal of Preventive Medicine 25 (Suppl. 2), 141-149. Spirduso WW, Francis KL, MacRae PG (2005). Physical Dimensions of Ageing (2nd ed). Human Kinetics, Champaign, IL, pp. 131-55. Swain, D.P and Leutholtz, B.C. (2002) Exercise Prescription: A case study approach to the ACSM Guidelines. Champaign: Human Kinetics. White, T.P. (1995) Skeletel muscle structure and function in older mammals. In Perspectives in Exercise Science and Sports Medicine. Carmel: Cooper; pp.115-174.

Evaluating the Economy of Austria Essay -- Business Marketing Manageme

Evaluating the Economy of Austria   Ã‚  Ã‚  Ã‚  Ã‚  In 1995 Austria joined the European Union (EU), and in 1999 they joined the European Monetary Union. The use of a common currency the â€Å"Euro† has facilitated trade and promoted economic stability for U.S. companies to manage pricing, balance accounts, and move products into Austria and throughout the EU member nations (â€Å"globaledge†, 2003). An unfavorable exchange rate for U.S. exporters turned positive in 2003 making the U.S. able to compete on more favorable terms in the near future. Current economic reforms in Austria are increasing the attractiveness of foreign investment. There are several advantages to conducting business in Austria that will be particularly relevant in the year 2004. Austria is an international crossroads bordering on eight European countries which include Germany, Italy, Switzerland, Slovenia, Hungary, Slovakia, Czech Republic, and Liechtenstein. Austria’s eastern neighbors, Czech Republic, Slovakia, Slovenia, and Hungary will join the EU in May of 2004. The impact of this is that Austria will become more centrally located.   Ã‚  Ã‚  Ã‚  Ã‚  Austria’s market is well diversified and resilient. Government is seeking to remain competitive by pursuing investment in high potential industries such as telecommunications and electronics (â€Å"globaledge†, 2003). United States companies that are in the telecommunications and electronics industries have a great opportunity for exporting, joint venturing, and investment in Austria.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The U.S. is Austria’s 3rd largest supplier of imports and largest trade partner outside of Europe (â€Å"CIA†, 2003). U.S. companies entering the market for the first time can benefit from the already established trade lines between the two countries. Austria’s market is highly competitive with high demands placed on quality, service, and price. This type of market is ideal for supporting the favorable reputation of high quality American made technological and electronic products. A US company would be able to compete with EU member nations products by exporting these products to Austria.   Ã‚  Ã‚  Ã‚  Ã‚  US companies looking to export products to Austria are able to employ the services of the Commercial Services of the United States Embassy in Vienna (CS Vienna) acquire the information necessary to begin its operations (â€Å"globaledge†, 2003). The following services would be offered to such compa... ... Austria’s market are very favorable to a US company that is looking to export goods. It is important to remember that while tariffs and value added taxes exist, most many goods do not have tariffs and consumers are willing to pay more for products that they see as inferior to all others. CONCLUSION   Ã‚  Ã‚  Ã‚  Ã‚  Ultimately, Austria’s market is very appealing to US companies looking to export technology-based products. This is clear after examining several factors including: marketing and management forces, physical forces, economic and socioeconomic forces, and cultural forces. It is necessary that any company entering the Austrian market be familiar with the pros and cons of all of these forces. Additionally, there are a few key barriers which exist, including the potentially weak Austrian economy, the high tax burden, and new EU members. While these barriers may seem intimidating it is necessary that any US company seek out and employ all of the resources which are available, including the Commercial Services of the United States Embassy in Vienna. In conclusion, Austria appears to be an untapped gold mine for United States companies which are looking to export technological goods.

Beyond mass media

Mass media are inherently incompatible with a participatory society because of their mass character, not just because of government control or corporate influence. Mass media should be abandoned and replaced by participatory media organised as networks, such as telephone and computer networks. Los medios de comunicacion son inherentemente incompatibles con una sociedad participativa, debido a su caracter de masas, no solo por el control del gobierno o de la influencia corporativa. Los medios de comunicacion deben ser abandonados y sustituidos por los medios participativos organizados en redes, como el telefono y las redes informaticas. Complaints about the mass media are commonplace. To begin, there is the low quality of many of the programmes and articles. There is the regular portrayal of violence, given an attention out of proportion with its frequency in everyday life. – More generally, most of the mass media give much more attention to bad news–crime, deaths, disasters, wars, etc. –than to positive sides of the human condition. – The mass media frequently create unrealistic fears about criminals, foreign peoples and the like. Las denuncias de los medios de comunicacion son comunes. Para empezar, esta la baja calidad de muchos de los programas y articulos. No es la representacion ordinaria de la violencia, dada una atencion desproporcionada en relacion con su frecuencia en la vida cotidiana. -Mas en general, la mayoria de los medios de comunicacion dan mucha mas atencion a las malas noticias – la delincuencia, muertes, desastres, guerras, etc – que a los aspectos positivos de la condicion humana. -Los medios de comunicacion con frecuencia crean temores poco realistas sobre los criminales, los pueblos extranjeros y similares. â€Å"News† often is more like entertainment than information or education. -News reports, especially on television, are typically given WITHOUT much overt context. The latest events are described, but not what led up to them or caused them. The result is that consumers of the media learn a lot of facts but frequently don't understand how they fit together. â€Å"Context† is the result of the assumptions behind the facts, and this context is all the more powerful because it is neither st ated nor commented upon. â€Å"Noticias†, a menudo es mas como entretenimiento que la informacion o la educacion. -Los informes de prensa, sobre todo en la television, se suelen dar sin mucho contexto manifiesta. -Los ultimos acontecimientos se describen, pero no lo levaron a ellos o les causo. El resultado es que los consumidores de los medios de comunicacion aprenden mucho de los hechos, pero con frecuencia no entienden como encajan entre si. â€Å"Contexto† es el resultado de los supuestos detras de los hechos, y este contexto es aun mas potente, ya que no es ni afirmo ni comentado. Even the â€Å"facts† that are presented are often wrong or misleading. – Powerful groups, especially governments and large corporations, shape the news in a range of ways offering access to stories in exchange for favourable coverage, spreading disinformation, and threatening reprisals. Incluso los â€Å"hechos† que se presentan son a menudo erroneas o enganosas. – Los grupos poderosos, especialmente los gobiernos y las grandes corporaciones, forma la noticia en una gama de formas que ofrece acceso a las historias a cambio de una cobertura favorable, desinformar, y las represalias mortales. This argument suggests that reform of the media, although useful, should not be the goal. Instead, the aim should be to replace mass media by communication systems which are much more participatory. Este argumento sugiere que la reforma de los medios de comunicacion, aunque util, no debe ser la meta. En cambio, el objetivo debe ser la sustitucion de los medios de comunicacion mediante sistemas de comunicacion, que son mucho mas participativo. Replace undemocratic media structure: reemplazar las estructuras de comunicacion democraticos.. The usual approaches Private mass media are often justified as being a vital part of the â€Å"marketplace of ideas. † But, as a way of promoting truth, this so-called market is largely a myth, serving mainly the interests of elites. Los medios de comunicacion privados a menudo se justifican como una parte vital del â€Å"mercado de las ideas. Pero, como una forma de promover la verdad, este llamado mercado es en gran parte un mito, que sirve principalmente a los intereses de las elites. ARGUMENTS AGAINST THE MASS MEDIA (1) Emergencies. The mass media, especially radio and television, can come in handy in emergencies: messages can be broadcast, reaching a large fraction of the population. Emergencias. Los medios de comunicacion, especialme nte la radio y la television, puede ser util en situaciones de emergencia: los mensajes pueden ser transmitidos, alcanzando una gran parte de la poblacion. AGAINST—–But the mass media are not really necessary for emergency purposes. Fire alarms, for example, do not rely on conventional media. Furthermore, network media, including telephone and computer networks, can be set up to allow emergency communications. Pero los medios de comunicacion no son realmente necesarios para casos de emergencia. Las alarmas de incendio, por ejemplo, no confian en los medios de comunicacion convencionales. Por otra parte, los medios de comunicacion de red, incluyendo telefonia y redes informaticas, se pueden configurar para permitir las comunicaciones de emergencia. Actually, the mass media are a great vulnerability in certain emergencies: military coups. Because they allow a few people to communicate to a large population with little possibility of dialogue, television and radio stations are commonly the first targets in military takeovers. Censorship of newspapers is a next step. This connection between coups and mass media also highlights the role of mass media in authoritarian regimes. En realidad, los medios de comunicacion son una gran vulnerabilidad en ciertas situaciones de emergencia: los golpes militares. Porque permiten que algunas personas se comunican a una gran poblacion con poca posibilidad de dialogo, la television y la radio son normalmente los primeros blancos en golpes militares. La censura de prensa es el siguiente paso. Esta conexion entre los golpes de Estado y medios de comunicacion tambien pone de relieve el papel de los medios de comunicacion en los regimenes autoritarios. AGAINST—-Military strength is no defence against a military coup, and indeed may be the cause of one. To resist a coup, network communications are far superior to mass media (Schweik Action, 1992). So, from the point of view of preparing for emergencies, mass media are bad investments. La fuerza militar no es una defensa contra un golpe de estado militar, y de hecho puede ser la causa de una. Para resistir un golpe de Estado, las comunicaciones de red son muy superiores a los medios de comunicacion (Schweik Accion, 1992). Por lo tanto, desde el punto de vista de la preparacion para casos de emergencia, los medios de comunicacion son malas inversiones. (2) Media talent. The mass media allow many people to enjoy and learn from the efforts of some very talented people: actors, musicians, athletes, journalists and commentators. True. But just as many people can enjoy and learn from these talented people without the mass media, for example through audio and video recordings. 2) el talento Media. Los medios de comunicacion permiten que muchas personas puedan disfrutar y aprender de los esfuerzos de algunas personas muy talentosas: actores, musicos, atletas, periodistas y comentaristas. Verdadero. Pero al igual que muchas personas puedan disfrutar y aprender de estas personas con talento y sin los medios de comunicacion, por ejemplo a traves de grabaciones de audio y video. AGAINST—-Furthermore, the mass media suppress access to all but a few performers and contributors. Those who are left out have a much better chance of reaching a sympathetic audience via network media. Por otra parte, los medios de comunicacion suprimir el acceso a casi todos los artistas y colaboradores. Los que se quedan fuera tienen una mejor oportunidad de llegar a un publico mas simpatico a traves de los medios de comunicacion de la red. Richard Schickel (1985) points out that the celebrity is a twentieth-century phenomenon, created especially by movies and television. He describes a culture of celebrity, in which people strive to be well known, even if this is only because they have appeared on the screen. The culture of celebrity, he argues, is undermining many traditional practices. For example, politicians are sold on the media in terms of image rather than policies. Richard Schickel (1985) senala que la celebridad es un fenomeno del siglo XX, creado especialmente por el cine y la television. El describe la cultura de la celebridad, en la que las personas se esfuerzan por ser bien conocido, aunque esto es solo porque han aparecido en la pantalla. La cultura de la celebridad, sostiene, esta socavando muchas de las practicas tradicionales. Por ejemplo, los politicos se venden en los medios de comunicacion en terminos de imagen, mas que politicas. (3)Large resources. The mass media command enormous resources, both financial and symbolic. This makes it possible for them to pursue large or expensive projects: large-budget films, special investigative teams, in-depth coverage of key events. 3) los recursos grandes. Los enormes recursos de los medios de comunicacion de masas de comando, tanto economicos como simbolicos. Esto hace que sea posible para ellos para perseguir grandes o costosos proyectos: peliculas de gran presupuesto, equipos especiales de investigacion, la cobertura en profundidad de los principales acontecimientos. AGAINST—-Actually, large-scale projects are also possible with network systems. They simply require cooperation and collaboration. For example, some public domain software (free computer programmes) is quite sophisticated and has been produced with the help of many people. In centralised systems, far-reaching decisions can be made by just a few people. In decentralised systems, greater participation is required. En realidad, los proyectos a gran escala tambien son posibles con los sistemas de la red. Simplemente se requiere de la cooperacion y la colaboracion. Por ejemplo, algunos programas de dominio publico (programas informaticos gratuitos) es bastante sofisticado y ha sido elaborado con la ayuda de muchas personas. En los sistemas centralizados, decisiones de gran alcance se pueden hacer unas pocas personas. En los sistemas descentralizados, se requiere una mayor participacion. These four possible arguments for retaining mass media, in some reformed and improved form, actually turn out to be arguments against mass media. ABSTRACT AGAINST: – The mass media are not necessary for emergencies and are actually a key vulnerability to those who would take over a society. -The mass media are not necessary to enjoy and benefit from the talent of others, and they foster an unhealthy emphasis on image. -Finally, although the mass media can undertake large projects, such projects can also dev elop through network media, but in a way involving participation rather than central direction. Estos cuatro argumentos posibles para retener los medios de comunicacion, de una forma reformada y mejorada, en realidad resultan ser argumentos en contra de los medios de comunicacion. RESUMEN EN CONTRA – Los medios de comunicacion no son necesarios en caso de emergencia y en realidad son una vulnerabilidad clave a los que se haria cargo de una sociedad. -Los medios de comunicacion no son necesarios para disfrutar y aprovechar el talento de los demas, y fomentar un enfasis enfermizo en la imagen. -Por ultimo, aunque los medios de comunicacion pueden llevar a cabo grandes proyectos, estos proyectos tambien pueden desarrollarse a traves de los medios de comunicacion de la red, pero de una manera que implica la participacion en lugar de la direccion central. PARTICIPATORY MEDIA AGAINST–Mass media are inherently corrupting. A small number of owners and editors exercise great power over what is communicated to large numbers of people. -Mass media should be replaced by participatory media organised as networks, such as telephone and computer networks. Los medios de comunicacion son inherentemente corrompiendo. Un pequeno numero de propietarios y editores ejercen un gran poder sobre lo que se comunica a un gran numero de personas. – Los medios de comunicacion deben ser sustituidos por medios participativos organizados en redes, como el telefono y las redes informaticas.

Environmental Education and Education for Sustainability Essay

QUESTION 1 What international events influenced the development of Environmental Education and Education for Sustainability? List the key developments and events in a short 1-page point-form account providing the relevant names of events and dates/ years in which they took place 1) The 1972 United Nations Conference on Human Environment – Stockholm It led directly to the establishment of the United Nations Environment Programme (UNEP), which became the first UN agency to have its headquarters located outside of Europe and North America – in Nairobi in Kenya, East Africa. Among the first tasks given to the UNEP was to establish term ‘environmental education’. Together with Unesco, UNEP organised the first International Workshop on Environmental Education in Belgrade, Yugoslavia, in 1975 and following on this, the first Inter-governmental Conference on Environmental Education held at Tbilisi in the USSR in 1977. This conference resulted in the declaration of 12 principals – now referred to as the Tbilisi Principals of Environmental Education which provided the framework and guidelines for the practise of environmental education on a global, regional, and national scale. The 1987 International Conference on Environmental Education held in Moscow reaffirmed the Tbilisi Principals as sound guidelines for t he development of national environment al education programmes. 2) The Tbilisi Principles of Environmental Education Consider the environment in its totality – natural and built, technological and social (economic, political, cultural-historical, moral, aesthetic) Be a continuous lifelong process, beginning at the preschool level and continuing through all formal and non-formal stages Be interdisciplinary in its approach, drawing on the specific content of each discipline in making possible a holistic and balanced perspective Examine major environmental issues from local, national, regional, and international points of view so that students receive insights into environmental conditions in other geographical areas Focus on current and potential environmental situations while taking into account the historical perspective Promote value of, and necessity for local, national, and international cooperation in the prevention and solution of environmental problems Explicitly consider environmental aspects in plans for the development and growth Enable  learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences Enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences Relate environmental sensitivity, knowledge. Problem-solving skills and values clarification to every age, but with special emphasis on environmental sensitivity to the learner’s own community in early years Help learners discover the symptoms and real causes of environmental problems Emphasise the complexity of environmental problems and thus the need to develop critical thinking and problem-solving skills Utilise diverse learning environments and a broad array of educational approaches to teaching/ learning about and from the environment, with due stress on practical activities and first-hand experience 3) The 1992 Rio Earth Summit The 1992 Earth Summit focused on the role of environmental education as an educational response to the environmental crisis. Chapter 36 of Agenda 21 (UNCED, 1992), was one of the key documents to emerge from the conference , emphasises the need for wide-scale environmental educational programmes in diverse settings, while the â€Å"BioDiversity Convention† includes education and capacity building , as do many of the other international conventions aimed at responding to a wide range of environmental issues Agenda 21 describes environmental education processes that involve teachers and learners in â€Å"promoting sustainable development and improving the capacity of people to address environment and development issues† illustrating the close link between changes in the field of environmental education and the prominence of the notion of sustainable development at the Rio Earth Summit. A development linked to the 1992 Earth Summit was the development of a Treaty on Environmental Education for Sustainable Societies, which was adopted at a plenary meeting by the International Forum of NGOs and Social Movements 4) The NGO Forum Principals Education is the right of all; we are all learners and educators Environmental education, whether formal, non-formal or informal, should grounded in critical and innovative thinking in any place or time, promoting the transformation and construction of society Environment education is both  individual and collective. It aims to develop local and global citizenship with respect for self-determination and the sovereignty of nations Environmental education is not neutral but it value-based. It is an act for social transformation Environmental education must involve a holistic approach and thus an interdisciplinary focus in the relation between human beings, nature and the universe Environmental education must stimulate solidarity, equality, and respect for the human rights involving democratic strategies and an open climate of cultural interchange Environmental education should treat critical global issues, their causes and interrelationship in a systematic approach and within their social and historical contexts. Environmental education must recover, recognise, respect, reflect and utilise indigenous history and local cultures, as well as promote cultural, linguistic and ecological diversity. Environmental education must facilitate equal partnerships in the processes decision making at all levels and stages Environmental education should empower all peoples and promote opportunity for grassroots democratic change and participation. Environmental education values all different forms of knowledge. Knowledge is diverse, cumulative and socially produced and should not be patented or monopolised Environmental education must be designed to enable people to handle conflicts in just and humane ways Environmental education must stimulate dialogue and cooperation among individuals and institutions in order to create new lifestyles which are based on meeting everyone’s basic needs, regardless of ethnic gender, age, religious, class, physical or mental differences Environmental education requires a democratisation of the mass media and its commitment to the interest of all sectors of society. Environmental education must integrate knowledge, skills, values, attitudes and actions Education must help develop and ethical awareness of all forms of life with humans share this planet, respect all life cycles, and impose limits on human’s exploitation of other forms of life. QUESTION 2 The IUCN defines environmental education as follows: Environmental education is a process during which values are discovered and concepts are explained in order to develop skills and attitudes pertaining  to an appreciation of the relationship between man, his culture and his biophysical environment. Environment education also includes the practise of decision-making and the formulation of personal code of conduct on matters affecting the quality of the environment. In a school context, you observe the following: Paper and litter is strewn over the whole school and the school grounds are unkempt Lights are left on in classrooms and offices after school is over Taps are usually left dripping  As an environmental educator you realise that this an opportunity to educate the learners and the staff at your school about the environment issues observed and to help them take action to respond to these issues. Briefly explain: 3) What values you can teach the school in relation to the observed environmental issues? The importance of a clean environment is a healthy environment. We can teach children the importance of recycling. 4) What skills need to be developed to address the problems? We need to educate learners the threats that litter causes to the environment e.g. litter can be a fire hazard; it could harm or kill animals, can block waterways, litter looks bad and is an eyesore for anybody. 5) What attitudes need to be developed in the school? Learners and children need to develop a positive attitude, to involve the entire school in a recycling programme, which can be extended to the community. 6) What decisions need to be made by the school management to address these issues? Create awareness by providing recycling bins for paper, glass and plastic. Pick an area on a weekly basis and involve the learners and parents to participate in cleaning up the area. Have awareness meetings with the learners, have charts in the classrooms, go on field trips. 7) What code of conduct needs to be developed for learners in the school to address these issues? The rules of the school have to be strict, children are to receive detention if they are caught littering. QUESTION 3 Education for sustainability and education for sustainable development are very prominent in this decade for sustainable development. Answer the  following questions regarding this: 3.1 Define the term sustainable development Sustainable development means ensuring the dignified living conditions with regard to human rights by creating and maintaining the widest possible range of options for freely defining life plans 3.2 Name two ecological indicators of sustainability Consumption and generation of waste are minimised Renewable, non-toxic energy sources are used and/ or disposed of to the benefit of the environment and community 3.3 Name two social indicators of sustainability There are adequate opportunities/ technologies for communication within the community and for connecting, as is appropriate, with the worldwide community The talents, skills and other resources of the community are shared freely within the community, and offered outside the community, to serve the greater good 3.4 Name two spiritual indicators of sustainability Cultural vitality is sustained through artistic and other cultural activities and celebrations There is a capacity for flexibility and successful responsiveness to difficulties that arise QUESTION 4 Discuss how you can apply five (5) Tbilisi principals of Environmental Education in teaching an environment education topic of your choice Assessment guide: Your chosen topic has to be an environmental issue that environmental education will be responding to. You need to list the 5 principals and for each principle explain how you will fully incorporate it into the chosen topic. Use the framework below for your answer: Environmental Topic: Tbilisi Principle Application of the principle to the topic 1.consider the environment in its totality Learners are to respect the environment 2.focus on current & potential environment situations Think on the current problems and the problems that can arise in the future if not dealt with now 3.help learners discover the symptoms & real causes of environmental problems Educate learners on how these problems are caused and how to detect them early on 4.emphasis the complexity of environmental problems and the need to develop critical thinking and problem solving Discuss with learners the hazards of environmental problems and ways to prevent them 5.enable learners to have a role in planning their learning experiences Group studies, sharing and brainstorming QUESTION 5 Discuss learning in environmental education under the following headings 5.1 environmental learning strategies or approaches Active Learning Learners should not only learn about the environment, but should also be active participants in the learning situation in environment education Authentic Learning Learning about real environmental threats and problems, and looking for real solutions to these challenges. It also implies active, hands-on learning Problem Solving With the correct guidance and support, learners will make a genuine effort to solve problems if they are real and especially if adults have been unable to find a solution. Critical Thinking Many outcomes for environmental learning include the phrase: â€Å"Learners should critically engage with†¦Ã¢â‚¬  This implies a higher dimension of thought and requires learners to acquire a lot of information on different perspectives associated with an environmental problem, issue or risk if their critical engagement is to be meaningful. 5.2 principles for environmental learning To ensure a holistic approach to learning in environmental education, the following principals should be taken into account Environmental learning is based on knowledge, which is needed to study and solve environmental problems and to address environmental challenges Environmental learning should develop the skills needed to study and solve environmental problems and to address environmental challenges Environmental learning should include the affective domain, specifically the attitudes, values and  commitments needed to ensure a sustainable society 5.3 learners Age Environmental learning should be age appropriate for it to succeed. Learners in different age groups have different learning abilities and exhibit different characteristics Auditory Learners Auditory learners prefer to learn through listening. Typical auditory learning activities in environmental education are listening to verbal presentations on environmental topics and discussions on environmental issues Visual Learners Visual learners prefer learning through seeing. The more visual the presentation, the better it is. In a formal learning situation, visual learners need to see the environmental educators body language and facial expressions to fully understand the content of a presentation Tactile/ kinaesthetic learners Tactile learners prefer learning through touching, moving, and doing. Outdoor learning suits them well, as they prefer a hands-on approach, actively exploring the physical world around them 5.4 inclusive learning in environmental education Inclusive environmental education means More students with barriers to learning in regular environments, more of the time, in more meaningful activities Having additional learning options for meeting the variety of needs of individual learners Mainstreaming learners and offering support, resources and help where needed 5.5 The learning environment in environmental education A learning should be functional and should correspond as closely as possible to the situations in which learning is to applied A learning environment should encourage activity and should engage learners in an interactive and integrated way A learning environment should be lifelike, or at least relate to reality, to ensure that learners can experience what the learning can be used for. A learning environment should contain models, and coaching  should be provided by an expert teacher QUESTION 6 The purpose of this question is to help you master the skill of preparing a lesson for your subject in which you integrate Environmental Education Design a lesson where you indicate how an environmental theme can be taught in your subject. The following should receive attention: Indicate the environmental topic (e.g. pollution, global warming, acid mine water, desertification, deforestation, overuse of resources such as fishing, etc.) Indicate the lesson aims (identify the relevant environmental skills, knowledge, attitudes, and values to be addressed by the lesson) Indicate the environmental content you will use to present the lesson Include learning activities for introduction, middle, and conclusion of lesson Include teacher activities for introduction, middle, and conclusion of lesson Integrate at least two Tbilisi principles in your lesson (how can two Tbilisi principles are used in the school context). Indicate the values you would like learners to accept (e.g. care for the environment, action on behalf of the environment, etc.) Indicate the environmental concepts you would like learners to understand and indicate how you will go about teaching the concepts (e.g. biodiversity, environment, etc.). Indicate the skills learners should master (e.g. Learners must be able to make compost or start a food garden or recycle paper, etc.). Reflect on how successful you were in integrating Environmental education in your lesson.

Free Essays on La Vita E Bella

Questo film di Roberto Benigno mostra la forza dello spirito umano, anche quando la morta e sicura. L’azione succede in Italia nel mille novecento trentanove. Il personaggio principale si chiama Guido. Guido e una bella persona perche cerca sempre di fare contenti tutti quanti. Per esempio, lui aiuta sua moglie quando le parla con l’altoparlante in campo di concentrazione. Dice che l’ama e che s’incontrano nel suo sogno per andare al cinema. Quest’azione, ha fato molto contenta Dora. Lei l’ama tanto che ha deciso di andare con lui e loro figlio al campo di concentrazione. Prima del campo di concentrazione quella famiglia era molto felice. Loro avevano una libreria dove il piccolo figlio chiamato Joshua aiutava sua padre. Quando loro arrivano al campo di concentrazione, Guido cerca di divertare suo figlio. Guido persuade Joshua che il campo di concentrazione e un gioco. Il Pappa dice a Joshua che se fa tutto ch’e necessario, loro guadagnano punti. E con mille punti, loro vincono. Per esempio se Joshua sta zitto e si sconde (perche tutti i babini sono occisi in ‘gas chambers’) lui guadagna dieci punti. In tutto il film, la musica e ripetuta ma bella. In particolare, c’e una canzone che Andrea Bocceli canta e bellissima. Anche le immagini sono molto forti. All’incomincio del film, la prima volta che Guido e con Dora ci sono molti fiori, e sono molto belle. Comunque, quando arrivano al campo di concentrazione, la prima cosa che vedono sono uomini magri e ammalati in uniformi molto sporchi e rigati. Questo film era molto tristo, ma io lo raccomando a tutti quanti.... Free Essays on La Vita E Bella Free Essays on La Vita E Bella Questo film di Roberto Benigno mostra la forza dello spirito umano, anche quando la morta e sicura. L’azione succede in Italia nel mille novecento trentanove. Il personaggio principale si chiama Guido. Guido e una bella persona perche cerca sempre di fare contenti tutti quanti. Per esempio, lui aiuta sua moglie quando le parla con l’altoparlante in campo di concentrazione. Dice che l’ama e che s’incontrano nel suo sogno per andare al cinema. Quest’azione, ha fato molto contenta Dora. Lei l’ama tanto che ha deciso di andare con lui e loro figlio al campo di concentrazione. Prima del campo di concentrazione quella famiglia era molto felice. Loro avevano una libreria dove il piccolo figlio chiamato Joshua aiutava sua padre. Quando loro arrivano al campo di concentrazione, Guido cerca di divertare suo figlio. Guido persuade Joshua che il campo di concentrazione e un gioco. Il Pappa dice a Joshua che se fa tutto ch’e necessario, loro guadagnano punti. E con mille punti, loro vincono. Per esempio se Joshua sta zitto e si sconde (perche tutti i babini sono occisi in ‘gas chambers’) lui guadagna dieci punti. In tutto il film, la musica e ripetuta ma bella. In particolare, c’e una canzone che Andrea Bocceli canta e bellissima. Anche le immagini sono molto forti. All’incomincio del film, la prima volta che Guido e con Dora ci sono molti fiori, e sono molto belle. Comunque, quando arrivano al campo di concentrazione, la prima cosa che vedono sono uomini magri e ammalati in uniformi molto sporchi e rigati. Questo film era molto tristo, ma io lo raccomando a tutti quanti....