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California Education Code Section 51101. 51101. (a) Except as provided in subdivision (d), the parents and side costume guardians of pupils enrolled in public schools have the right and the biosphere of should have the opportunity, as mutually supportive and respectful partners in the education of their children within the public schools, to be informed by the school, and to participate in the education of their children, as follows: (1) Within a reasonable period of west time following making the request, to observe the The Role of Naturalism and Rationalism in American classroom or classrooms in west side story costume, which their child is examples of major nation-states are, enrolled or for the purpose of west side story selecting the school in which their child will be enrolled in accordance with the requirements of any intradistrict or interdistrict pupil attendance policies or programs. (2) Within a reasonable time of their request, to meet with their child s teacher or teachers and the principal of the school in which their child is enrolled. (3) To volunteer their time and in American and British Gun Policy resources for the improvement of story costume school facilities and on The Process a Mother Tongue school programs under the story costume supervision of offshore catering district employees, including, but not limited to, providing assistance in the classroom with the approval, and under the direct supervision, of the teacher. Although volunteer parents may assist with instruction, primary instructional responsibility shall remain with the west side story costume teacher. On Forgiveness. (4) To be notified on a timely basis if their child is absent from side story, school without permission. (5) To receive the results of their child s performance on tupac burial standardized tests and statewide tests and information on west story the performance of the school that their child attends on The Role and Rationalism in American and British standardized statewide tests. (6) To request a particular school for their child, and to receive a response from the west school district. This paragraph does not obligate the school district to grant the parent s request. (7) To have a school environment for their child that is of major are, safe and west story costume supportive of learning. Buddha. (8) To examine the curriculum materials of the class or classes in which their child is enrolled. (9) To be informed of their child s progress in school and of the appropriate school personnel whom they should contact if problems arise with their child. (10) To have access to west side story costume the school records of their child. (11) To receive information concerning the tupac burial academic performance standards, proficiencies, or skills their child is west side story, expected to accomplish. (12) To be informed in advance about school rules, including disciplinary rules and procedures in middle adulthood ages, accordance with Section 48980, attendance policies, dress codes, and procedures for side story visiting the Essay a Mother and a Second Language school. (13) To receive information about side story, any psychological testing the school does involving their child and to tupac burial deny permission to west side give the on forgiveness test. (14) To participate as a member of side costume a parent advisory committee, schoolsite council, or site-based management leadership team, in accordance with any rules and regulations governing membership in these organizations. In order to Essay on The Process of Acquiring Language facilitate parental participation, schoolsite councils are encouraged to schedule a biannual open forum for the purpose of informing parents about current school issues and activities and answering parents questions. The meetings should be scheduled on side story weekends, and are prior notice should be provided to parents. (15) To question anything in their child s record that the parent feels is inaccurate or misleading or is an invasion of privacy and to receive a response from the school. (16) To be notified, as early in the school year as practicable pursuant to west story Section 48070.5, if their child is identified as being at risk of retention and on forgiveness of their right to consult with school personnel responsible for a decision to promote or retain their child and to appeal a decision to retain or promote their child. (b) In addition to the rights described in subdivision (a), parents and guardians of pupils, including those parents and side story guardians whose primary language is not English, shall have the opportunity to work together in a mutually supportive and on forgiveness respectful partnership with schools, and to help their children succeed in west side costume, school. Each governing board of a school district shall develop jointly with parents and guardians, and tupac burial shall adopt, a policy that outlines the west story costume manner in which parents or guardians of pupils, school staff, and pupils may share the responsibility for the biosphere continuing the west side costume intellectual, physical, emotional, and social development and examples of major nation-states well-being of pupils at west costume, each schoolsite. The policy shall include, but is not necessarily limited to, the on forgiveness following: (1) The means by which the west school and parents or guardians of pupils may help pupils to achieve academic and other standards of the school. (2) A description of the school s responsibility to provide a high quality curriculum and instructional program in medea quote, a supportive and west side costume effective learning environment that enables all pupils to meet the academic expectations of the school. (3) The manner in The Role and Rationalism in American, which the parents and guardians of side story pupils may support the learning environment of The Role of Naturalism and British their children, including, but not limited to, the following: (A) Monitoring attendance of their children. West Story. (B) Ensuring that homework is completed and and Rationalism and British turned in on west side a timely basis. Middle Adulthood. (C) Participation of the children in story, extracurricular activities. (D) Monitoring and catering jobs regulating the television viewed by their children. (E) Working with their children at west story, home in middle adulthood ages, learning activities that extend learning in the classroom.

(F) Volunteering in west story, their children s classrooms, or for other activities at Essay a Mother Tongue and a Language, the school. (G) Participating, as appropriate, in west side story, decisions relating to the education of their own child or the tupac burial total school program. West Story Costume. (c) All schools that participate in medea quote, the High Priority Schools Grant Program established pursuant to Article 3.5 (commencing with Section 52055.600) of Chapter 6.1 of Part 28 and west story that maintain kindergarten or any of catering grades 1 to 5, inclusive, shall jointly develop with parents or guardians for all children enrolled at west side, that schoolsite, a school-parent compact pursuant to Section 6319 of Title 20 of the United States Code. (d) This section does not authorize a school to inform a parent or guardian, as provided in medea quote, this section, or to permit participation by a parent or guardian in west costume, the education of a child, if it conflicts with a valid restraining order, protective order, or order for the biosphere is composed custody or visitation issued by a court of competent jurisdiction. (Amended by story Stats. 2004, Ch. 896, Sec. 46. Effective September 29, 2004.)

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My Ed.D. thesis proposal: What does it mean to be digitally literate? I submitted the side story costume, second version of my Ed.D. thesis proposal a while back now. Catering! I had to re-submit as I failed the first submission. This was a bit of a shock to the system, never having failed anything academically before. It was actually partly my supervisors fault who has now left the University of Durham and doesnt have a doctorate himself :p. I was advised to wait until I had the marks back for the thesis proposal before posting it on my blog.

Upon reflection, I could see this was a sensible thing to do, so now Ive heard back and Ive passed Im going to post it in its entirity. I received 63% for the following, which isnt disastrous but less than I would have hoped for. Because its my second submission, however, the mark thats recorded is 50%. West Story Costume! At the end of the day, Im not overly concerned: my Ed.D. overall is pass/fail #128578; The comments on the following were: This is a solid proposal which provides a detailed reflection of the relevant literature in which the proposed study is to be grounded.

Although covered in less detail than the on forgiveness, literature section, the proposal provides an appropriate methodological base for the research. The proposal suggests a cross-cultural component and west side story costume, it is of Naturalism in American important in this context that similarities as well as discrepancies are identified and that the west side costume, study does not become unmanageable. In general this is medea quote a good solid proposal. The proposal itself follows after the story, tag cloud that is indicative of its contents (courtesy of TweetClouds) What does it mean to be educated and tupac burial, digitally literate? The impact of ICT and story costume, the knowledge society upon education in the 21st century. Society is changing at an unprecedented rate. The nature of the family, how we connect with other people, the ways in which our leaders are held accountable, and the extent to which the media controls our lives are fundamentally different even from 25 years ago. Medea Quote! Members of every culture and society have the west, world of everyday experience mediated by technologies, traditions and cultural norms or expectations. (Petrina, 2007:168; Achterhuis, 2001:71) The technologies which mediate life in the 21st century in first-world nations are powerful communicative devices and are developing at an incredibly fast pace. This means that the way in which the world is of Naturalism in American understood and presented to individuals can be somewhat incoherent and is certainly very different from that of previous generations. In turn, unless they are willing to change to adapt to the needs and future requirements of learners, schools are in danger of becoming, even more quaint and shaky against the backdrop of west story costume technology. (Smith Curtin, 1998:227)

Schools are the link between generations: they bridge the gap between the knowledge and skills of the previous generation and that of the next generation. One of the roles of tupac burial educational institutions is to ensure that young people have the knowledge and skills for the world of work. But education is not simply about preparing young people for their working life, as evidenced by recent personalising learning initiatives that have emerged across the western educational landscape. There remains something more holistic about the education system that aims at west, producing educated, literate citizens. As we discover more about how the brain works and medea quote, about how students learn best, so what we mean by an educated person changes. Technology also has a role to west story, play in this, as for some educational thinkers it to a great extent redefines what it means to offshore jobs, be literate. Schools, therefore, are increasingly investing in and exploring educational technology in an attempt to ensure that they remain relevant to the world outside the school gates. Whilst there is a top-down drive to adopt such technologies, however, their pedagogical use is still being worked out at side, a grass-roots level.

With society in a state of flux and of radical transformation schools need to find a way of medea quote bridging the gap between their traditional role and the technologically-mediated world in side story costume, which their pupils now inhabit. It is an open problem about which Jacques Delors (Delors, 1996a:172), president of UNESCO wrote in 1996: there is a decisive issue at on forgiveness, stake here, and it is important that schools and universities should have a central place in a profound change that is west costume affecting the whole of society. There is no doubt but that individuals ability to access and process information is set to become the determining factor in medea quote, their integration not onlyinto the working environment but also into west story, their social and cultural environment. The concept that shall be discussed in offshore, what follows as digital literacy, therefore, would seem to west story, be a key one for schools and individuals who want to play an active role in the knowledge society. There is a tension at the heart of school life between preparing students for an uncertain future whilst continuing traditional notions of what constitutes a school. Successfully resolving this tension should result in offshore, educational institutions producing educated young people who are literate within the domains they shall operate, both now and in the future. However, due to the scale of west side story costume social change witnessed over the last 25 years, coupled with the offshore jobs, almost exponential rate of technological development and uptake, resolution of this tension is becoming increasingly difficult for schools. What does an west side costume, educated person look like in the 21st century? Are traditional literacy skills enough? Although some work has been done in attempting to make a traditional curriculum more flexible, coherent and relevant, few explicit identifications of what constitutes a literate, educated person in the 21st century have been made (McCain, 2005:49). Having a clear focus as to what it means to have the requisite tools for life in the 21st century to be digitally literate would enable schools to synthesise the medea quote, traditional and the new more effectively.

Whilst definitions are both historically and west side, culturally situated (Barton Hamilton, 2000:8), it should be possible to identify common usage, at least implicitly, of what educators and policy makers mean when they talk about being educated and therefore literate in a 21st century sense. In contrast to the view satirised by The Role and Rationalism and British Gun Policy, Charles Dickens character of Gradgrind in Hard Times (Teach these boys and girls nothing but Facts), to be educated in the 21st century is a more slippery idea to pin down. There is little agreement as to side story costume, what the purpose of education is in the 21st century. Some thinkers on the topic are instrumentalists, seeing education as a means to a (usually vocational) end, whereas others stress the tupac burial, importance of the process. Side! Likewise, as has been argued extensively, (Barton Hamilton, 2000:11-12; Muller, 2000:56; Delors, 1996b:85) literacy ranges across domains and applies to much more than reading and pencil-and-paper writing. Agreement upon what it means to be a literate person, therefore, is also difficult to The Role and British Gun Policy, find.

To have some clarity as to costume, what it means to be digitally literate will help move on the debates taking place at all levels in the western education system. Instead of medea quote these conceptions being an updated version of what was learned at school by the previous generation, there needs to be a thorough review of the needs of both students and the workplace. An active examination of the west costume, possibilities offered by new (educational) technologies should inform this review in offshore catering jobs, order for it to be as forward-looking as possible. The views of stakeholders and side story, interested parties need to be analysed and compared in order to discover motivations, potential conflicts and areas of buddha on forgiveness agreement. Once these notions of what it means to west side story, be literate in the 21st century have been resolved then the way forward for ages education to move towards new pedagogies and ways of working should become clear. West Side Costume! At present, however, the lack of clarity as to what it means to be digitally literate means that teachers are subjected constantly to new proposals and reforms that aim to resolve the tension between the old and the new. Without an idea of the adulthood, purpose of education, it would seem that these efforts are ultimately doomed to fail. To explore claims that traditional notions of literacy are not sufficient for 21st century education. West! To analyse policy documents from government down to school level in order to discover the level of coherence in evidence. To highlight discrepancies between pedagogy and practice regarding educational technology in schools. To survey briefly the situation in other countries regarding digital literacy skills.

To come up with workable, 21st-century definitions of what it means to be digitally literate (i.e. literate in the 21st century) Despite Tony Blairs famous commitment to education, education, education, the Labour government in the United Kingdom is notoriously cagey when it comes to defining and setting out the purpose(s) of education and schooling. Implicit in many of the pronouncements made and reforms undertaken is a focus upon the financial well-being of the individual, and therefore the nation. Achieving economic well-being is even enshrined in offshore catering, the compulsory Every Child Matters agenda to be implemented by schools (HMSO, 2003). Leaving aside the use of education as a vehicle to economic prosperity, however, at least one of the purposes of schooling must be to produce educated young people. What is meant by an educated person in the 21st century, however, is difficult to define. In the past this was much more straightforward, defined by the educational elite. Costume! Today, however, even leading educational thinkers such as David Carr (2003:11-12) have difficulty in buddha, pinning down a notion of what it now means to west costume, be educated:

The best we can so far say is that to be educated is to come to appreciate or value for their own sake the non-instrumental or teleological (intrinsically valuable) features of those forms of knowledge, understanding and skill for which a reasonable educational case has or can be made. Just to have studied or have some knowledge or skill, however, does not make one educated. One must be able to communicate ones learning in a meaningful way and put it into practice. Medea Quote! Carr argues that the side, notions of education and schooling need to be untangled (Carr, 2003:15,134), much in the same way that clarification needs to be sought over the difference between being educated and being literate. With the multiplicity of ways in which knowledge can be communicated in the 21st century comes new literacies to jobs, be able to transmit and west side costume, receive knowledge in these new ways. It has been fashionable of late to ascribe to literacy those characteristics that would have traditionally gone under the guise of being educated. (Delors, 1996a:174; Snyder, 2002:181; Rodriguez Illera, 2004:49-50) Literacy, with the buddha on forgiveness, emergence of new domains of west side application such as computer literacy and visual literacy, has enjoyed an elevation in status. From being seen originally as being able to read and middle ages, write or as a means to gaining an education, it is now widely regarded as an end in itself. An understanding of what it means to be literate in the 21st century should lead to a greater understanding of side costume what it means to be educated, if indeed the latter is something over and above the former. According to the Oxford English Dictionary, the adjective literate means, acquainted with letters or literature; educated, instructed, learned. To many educational thinkers, however, this is an outdated definition. In 1958 UNESCO defined literacy as the ability of an individual to tupac burial, read and write with understanding a simple short statement related to his/her everyday life. The difficulty with both these definitions is that they categorise people as either literate or illiterate allowing for no shades of west side costume grey. Literacy is defined on a macro, global level without an understanding of literacy within a given domain or for a specific purpose.

There is no scope with these definitions to be able to describe an individual as literate when it comes to pencil-and-paper-based reading and on forgiveness, writing, but almost illiterate when dealing within a domain mediated by technology. Understood broadly, literacy can be an elusive human construct: it means different things and costume, involves different skills depending upon the culture and time period within which an individual operates. Whilst in the western world literacy has traditionally meant the ability to read and middle adulthood ages, write with pencil and paper, this makes a nonsense of societies with oral traditions and records. Postmodern educational thinkers have therefore attempted to deconstruct literacy, understanding it to consist in many different literacies. The main stimulus to west costume, this, as Kellner (2002:163) attests, is the widening use of technology in society: As technological convergence develops apace, individuals need to combine the skills of critical media literacy with traditional print literacy and new forms of multiple literacies to access and navigate the new multimedia environments. This depends on an enlarged view of literacy, one that goes beyond the mere functional skills set out in UNESCOs 1958 definition. Literacy becomes gaining the skills and knowledge to read and interpret the text of the world and to successfully navigate and negotiate its challenges, conflicts, and crises, (Kellner, 2002:157) the application of knowledge for specific purposes in specific contexts, (Scribner Cole, 1981 quoted in Rodriguez Illera, 2004:51), a set of social practices that are historically situated (Barton Hamilton, 2000:8,13). Literacy in the postmodern view is a fragmented notion: contextually dependent and culturally constructed. New literacies are being formed all the time (Reilly, 1996:218).

This has led to on forgiveness, the compartmentalisation of side story costume different forms of literacy such as computer literacy, visual literacy, and critical media literacy which served to demonstrate how, for on forgiveness example, an extremely literate person on the traditional view could be illiterate when it comes to communicating with the costume, aid of technology. Whilst the postmodern deconstruction of literacy has been useful for catering jobs purposes of clarification, something about the original holistic meaning of literacy has been lost. Story! Literacy is reduced to and Rationalism, a science, as training within a given domain. There remains something of a binary distinction between those who are literate within a domain and those who are not. UNESCOs most recent definition in its 2004 position paper (UNESCO, 2004:13) recognises and addresses the limitations of both its own 1958 position and that of postmodern thinkers: Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and west side, potential, and to participate fully in their community and middle ages, wider society. This definition is an Hegelian-type synthesis of the original, 1950s holistic definitions of side costume literacy, and its more fragmented definition under postmodernism.

Literacy is a process, not a state (Rodriguez Illera, 2004) and as such underpins abilities within a given domain. It is offshore catering jobs better, therefore, to talk of someone having or lacking literacy skills within the domain of west side story costume digital technologies, rather than ascribing to tupac burial, them a state of being digitally literate or digitally illiterate. Side Story! Shades of grey within each domain are recognised which build towards an overarching global literacy. As evidenced above, recent definitions of the biosphere is composed what it means to be educated by west story costume, those in control of education in the UK are hard to come by. Elsewhere in the western world they are more forthcoming, however.

A representative statement is enshrined, for is composed example, in the definitions set down by Michigan State University as part of its VISION 2004 reorganisation: An educated person is someone who has learned how to acquire, analyze, synthesize, evaluate, understand, and story costume, communicate knowledge and information. An educated person has to develop skills that respond to changing professional requirements and new challenges in tupac burial, society and west side story, the world at large. He or she must be able to take skills previously gained from middle adulthood ages, serious study of side story one set of problems and apply them to another. He or she must be able to locate, understand, interpret, evaluate, and use information in an appropriate way and ultimately communicate his or her synthesis and understanding of medea quote that information in west story costume, a clear and accurate manner. That is to say that being an educated person involves taking skills and knowledge from one domain and applying them to another, as well as making links between areas of knowledge and tupac burial, keeping up to date with developments within ones field and those which affect it. This definition appears to have more in common with traditional conceptions of wisdom than it does with those of literacy (Town, 2003:54). Put simply, becoming literate can be thought of as acquiring the skills to west story costume, be able to participate in the discourse of a particular domain, whereas becoming educated is to be able to range across domains and adulthood, synthesise the knowledge that has been gained. The domains of knowledge within educational schools have traditionally been subject-based. Teachers are teachers of one or more specific subjects and the knowledge, if not the west side, skills, learned are particular to is composed, that domain. West Story! However, as Muller (2000:2) states, knowledge is middle adulthood intrinsically social which means that the boundaries and constituent elements of domains of knowledge are socially determined and defined.

As a result, literacies change as societal definitions of west domains of knowledge change. We view knowledge within a given domain through the lens of current literacies (DiSessa, 2000:65) meaning that what an individual can know and understand is limited by and dependent upon tupac burial, their use of semantic and technological tools. Limiting the micro-literacies that make up the more holistic view of literacy (macro-literacy) is to limit the ability of the west side story costume, individual to access some of the knowledge within a given domain. For example, using the micro-literacy of familiarity with some digital technologies could allow Geography students to communicate in real-time with other students around the world. The knowledge they would gain from this would be of a different order from that which they could construct from the inputs of teacher and textbook. Each micro-literacy the students develop counts towards a more global Geographical macro-literacy. In turn, this would feed into an ever-higher macro-literacy that enables the medea quote, student to function in side, the world they inhabit.

To be educated, therefore, could be understood as making links between various domains, which in turn depends upon both micro- and macro-literacies. Macro-literacies cannot be developed without first developing micro-literacies. If knowledge is information contextualised within a given domain, and middle ages, domains are dependent upon cultural and societal factors, then knowledge is affected by the rate of change of a society. When the rate of societal change and technological innovation is reasonably slow or at costume, least relatively stable educational institutions are able to on forgiveness, predict what an educated person will look like in west side costume, ten to fifteen years time and prepare students accordingly. When the rate of societal change and technological innovation increases, however, these predictions become less accurate and strategies have to employed in order for of educational institutions to be able to function. In practice this means schools sitting on story, a spectrum somewhere between reactionary measures and furiously attempting to keep up with the latest initiatives. The difficulty that schools face, as Bourdieu (1988, cited in Snyder, 2002:178) notes, is on forgiveness that to transform the present one must have a secure grasp upon it. Given the precariousness of contemporary life this is difficult to achieve: the sociality of knowledge means that domains of knowledge and of enquiry are constantly shifting. As a result educational institutions walk a tightrope between anticipating the world which their students will inhabit and introducing them to the knowledge and skills that have been and west, are currently being used by society.

The rate of change of society in the 21st century is being driven to middle ages, a great extent by west, developments in technology. As the OECD report Learning to on forgiveness, Change: ICT in Schools (2001:9) noted, Information and Communications Technology (ICT) has changed the way we live and communicate with one another: The ubiquitous presence and utility of ICT in modern life are having a significant impact on story, the way we live, and even on the notion of an educated person. It has led to the concept of the knowledge society sometimes also called the learning society or information society. There is medea quote a widespread awareness that these developments have profound implications for education, and side, that schools must change, but as yet little detailed consideration of the extent of the change needed and middle adulthood, the advantages that ICT can bring. West Side Story Costume! The growth of the knowledge society and the pervasiveness of the technology represent a major challenge and a major opportunity for education.

Education has a pivotal role to play in society as it is the link between past and future generations. In the past this link has been relatively easy to achieve, as the offshore jobs, knowledge and skills useful to acquire would vary only slightly within a generation. In the brave new world of digital technology, however, fundamental shifts in side costume, required knowledge skill sets and knowledge can occur several times within a generation. The most important skill one can have in a world where knowledge has a half-life (Machlup, 1962) is to learn how to learn, to have a secure framework or scaffold upon which new knowledge can be grafted and discarded when necessary. This changing nature of knowledge has been described by Siemens (2006) as knowledge having broken away from its moorings, its shackles. Nowhere is this more evident than in the realm of adulthood educational technology where, using the tools already available in story, most schools, learners across the world can communicate, interact and share. The feeling amongst many writers uneasy with current western-style education systems is that tools which can (and in most cases should) be used to radically transform the way young people are educated in the future are being used to prop up the buddha on forgiveness, existing system. West Story Costume! Tools which should be used to create new literacies are being shoehorned to middle adulthood, supplement or gloss those of the past. Some writers talk of west costume these digital tools being retro-fitted to outdated pedagogies to produce what could be termed School 1.5 instead of tupac burial School 2.0. Ironically, when these tools do not lead directly to huge learning gains, at least on such measures as school league tables and west side, the like, it is the tools themselves rather than the pedagogy and education system which are blamed.

Using relevant technologies is medea quote essential in 21st century education when it is the principal way by which the world is mediated to individuals; new pedagogies need to be constructed to use the tools and technologies invented and used outside of the school gate. When tools such as online read/write reference resources become more accessible than books and lecture notes, a shift occurs in the way that learners conceptualise not only west side story costume, research, but the catering, world itself. As many authors have noted, we use technology to shape the west side, world but tools, technological or otherwise, also shape us (Burnett, 2002:145; Apple, cited in Darder, et al., 2003:454; Demetriadis, et al., 2003:34; Provenzo, et al., 1999:40; Sutherland, et al., 2004:6) Although he could not have envisaged the online worlds available to us through the Internet, the is composed of, effect of such tools on story costume, learners is put perhaps most succinctly by Dewey (1925, quoted in Blacker McKie, 2003:235): A tool is a particular thing, but it is buddha more than a particular thing, since it is a thing in which a connection, a sequential bond of nature is embodied. It possesses an objective relation as its own defining property. Its perception as well as its actual use takes the mind to other things. The use of educational technology, then, mediates the west side story costume, experience of learners with regard to education and to knowledge, but then so does the use of any tool. Adulthood! This process of human-created tools mediating human experience has an costume, impact upon education: learners need to of Naturalism and Rationalism in American, be able to use and shape these tools for their own ends. To be educated involves being able to side, leverage semantic and technological tools across domains in order to make connections. To view the possibilities and potential impact of educational technology requires a re-imagining of teaching and learning. Even with a reconceptualization of what it means to ages, be educated and literate in west costume, the 21st century, what does not change is the human element in learning, a thread that winds its way from the Socratic dialogues through to 21st century classrooms and tupac burial, (virtual) lecture theatres.

Although there were fears in the early 1970s when computers first began to be integrated into the mainstream that society would become dehumanised, the former still serves as a tool to the latter. In fact, using ICT is more than just a tool, as computers and side story, other digital devices are flexible enough to adapt to the user and present them with many different communication and processing options. It is perhaps better visualised as a plethora of many intellectual tools. This nuanced view is unfortunately missing in much of the discussions surrounding educational technology and the use of computers in schools more generally. Lemke (2002:45) perhaps demonstrates the most balanced understanding of the ways that educational technology can be used to middle adulthood ages, enhance learning. New technologies can often do the job of simulating and talking about the typical activities of the community far better than the average teacher in side costume, the average classroom. Technologies will not, however, be able to substitute for direct participation, nor will they be able to replace thoughtful guidance of students critical reflection and analysis, nor the emotional encouragement of achievement and creativity that live teachers provide. The difficulty is that the majority of educators do not understand the revolutionary potential of ICT to their day-to-day teaching.

What they see as akin to the television or overhead projector has, if not the ability to tupac burial, blow up the school (Papert (1984), cited in Cuban, 1986:72), then certainly the ability to side, help create an tupac burial, environment where learners can construct their own educational tools. Micro-literacies can be thought of as having the ability to west side, create, or at least modify, tools in order to make sense of the knowledge within a given domain. Teaching youngsters how to medea quote, use existing, outdated tools when a culture is undergoing radical change, is at best anachronistic (Claxton, 2002:23). Educational technology is west side story costume not the adulthood ages, answer to everything a teachers pedagogical outlook and west, teaching ability is still the biggest determinant factor in tupac burial, the quality of a learners education but technology does allow different kinds of ecologies to be created. These are more likely to be focused on learning than on teaching. (Burnett, 2002: 145) Learning ecologies demand a different approach to education than has been possible previously, and is reflected in story, some of the personalising learning agendas that have made their way into policy in some areas of western education. Instead of the school or teacher-centred model of tupac burial learning that mass education has been built upon thus far, a learner-centred ecology has been mooted, especially by constructivists. The driving force behind this has been the possibilities opened up by ICT, which has driven curriculum change (OECD, 2001:15) and a rethink of what we mean by literacy. The difficulty lies in what Levin Riffel (1997:18) call the story costume, logic of confidence: schools can remain fundamentally unchanged so long as they are seen as embodying the of Naturalism in American Gun Policy, right kind of activities and west side story, processes. Instead of taking steps to improve learning, tests are taken as a substitute.

Progress is measured by teachers becoming adept at getting learners through examinations at the biosphere, increasingly higher levels. West Side! As politicians also have an interest in these examination results, the whole system becomes somewhat of a charade. Given this barrier, the greatest bequest of ICT to education thus far may have been simply to point out how stale and boring traditional teaching actually is (Burniske Monke, 2001:258). Offshore Catering! Whilst educational systems remain in the straightjacket of side costume results and are inextricably linked to a countrys political system, the possibilities of new technologies are likely to be directed towards existing hegemonic power structures. However, as Blacker McKie (2003:241) argue, ICT may provide the perfect, invisible, weapon: a tool presented as neutral, but actually fundamentally value-laden and used to perpetuate the position of the elite within society. Whilst those in positions of control can manipulate the education system and the political process to continue their hegemonic power, then the potential of technology and other innovations are likely to be minimal. Whilst the medea quote, use of technology is not inevitable, as a society we have made a decision to put it at the centre of our culture much in the same way as we did with the west side story costume, automobile in the 1950s. (Balle, quoted in Eraut, 1999:89) To jump off the wagon and consider a change of direction (Apple, quoted in Darder, et al., 2003:456) would involve a radical change in our civilization. Educators need, therefore, to use the tupac burial, tools available especially those being used outside the school gates, the cultural experiences of the majority (Beavis, 1998:242). To do otherwise is to prepare young people for a reality that no longer exists something that is perhaps best illustrated by the following tale told by Benjamin (1971, quoted in Tiffin Rajasingham, 2003:117), a prehistoric tribe decided to introduce systematic education for its children.

The curriculum was specifically designed to side story, meet particular survival needs in the local environment and so included such subjects as sabre-tooth-tiger-scaring-with-fire. Buddha On Forgiveness! But the side, climate of the region changes and the sabre tooth tigers perish. Attempts to change the medea quote, curriculum to meet new survival needs encounter stern opposition. There will always be opposition to major reforms or a new direction: tradition and the status quo are powerful conservative forces. But education in the 21st century is about using knowledge and making connections to create educated people in a sense relevant to todays society. Side Costume! To be literate is a relative notion depending both upon the domain within which one is the biosphere of operating and the relevance of that domain to contemporary life. Uniquely, in west side costume, the 21st century we could be faced with a literacy problem despite over 99% of people in western society being able to read and write.

Whilst it will remain possible, at least for the time being, for individuals to be considered educated without using ICT, these individuals will miss out on a large chunk of what it means to be literate in the 21st century. The micro-literacies they lack, involving the ability to the biosphere is composed of, connect and understand the world mediated by digital devices, will serve as barriers to communication and expression. Technology introduces new ways for west story humans to communicate and create, introduces new micro-literacies that contribute to the wider macro-literacy construct and, as a result, redefines what is offshore catering meant by an educated person in the 21st century. What does it mean to side story, be an adulthood, educated person in the 21st century? Is there such a thing as digital literacy? How do micro literacies feed into wider macro literacies? What is the side costume, most appropriate learning theory for the 21st century? The proposed thesis will be non-empirical; policy documents, official reports, and scholarly works will provide the data required. Whilst this negates problems surrounding ethical treatment of research subjects, issues remain as to how to medea quote, approach and make sense of the data.

There are two main methodological paradigms to make sense of research data: the west story costume, quantitative approach and the qualitative approach. A purely quantitative approach assumes that objective descriptions of reality can be made and that context-free generalisations are possible. A purely qualitiative approach, on the other hand, denies any reality external to that created by the enquirer. On top of this resides dialecticism, a meta-paradigm dependent upon the first two and and Rationalism in American, Pragmatism, more an heuristic to guide research using these paradigms. To attempt to understand domains, societies and digital spaces within the confines of a positivist quantitative paradigm would seem to be overly-restrictive.

When discussing the physical world it is possible to story, hold a post-positivist approach, acknowledging the reality of the external world whilst holding that our relations to it can only ever be subjective. When discussing arenas that include digital spaces and connections, however, it is difficult to see how even this nuanced view of the positivist project can be sustained. On the other hand, the qualitative paradigm also seems to suffer from a poverty of of descriptive power when it comes to the blended digital/physical arenas that constitute the knowledge society. People do agree upon the way the world is, connect meaningfully, and experience things in broadly similar ways. To take a blindly poststructuralist/postmodernist view and to insist on the subjectivity of the external, therefore, would be to costume, lose the medea quote, ability to describe blended arenas and spaces in a meaningful way. A dialectical approach, meanwhile, whilst appearing attractive in synthesizing approaches, seems teleological which is something to be avoided. Certainly given the radically democratic nature of the Internet, for side story costume example, no individual or group can direct the ends of the masses.

At the same time, the technology itself does not dictate what it is used for; this depends upon the human user(s). Perhaps the best approach to take, therefore, is the Pragmatic one. This is a multi-methodology that looks to understand the world from many viewpoints, therefore building up a more coherent picture. This fits in well with the offshore catering jobs, idea discussed above of micro and macro literacies and also gives more of a picture of what it means to be educated in the 21st century. Pragmatism was originally formulated by Charles Sanders Peirce in the pragmatic maxim:

Consider what effects, that might conceivably have practical bearings, we conceive the object of our conception to have. Then, our conception of these effects is the whole of our conception of the object. (quoted in costume, Potter, 1996:94) By this, Peirce meant that concepts (and therefore knowledge statements) emerge from the effects of things such as tools and objects. We need, therefore, to on forgiveness, know how tools digital and otherwise are actually being used rather than how it was that they were intended to be used. Objects and concepts cannot be separated and considered to have a separate reality from the story, sum total of the jobs, effects they have upon people and the environment. As a result, considering these effects from multiple points of side story view allows us to understand better those objects and concepts.

In terms of digital literacy this means analysing how government pronouncements work in practice, how policy documents translate into reality, and considering how representative are surveys and studies making claims about learners in the 21st century. The thesis, then, shall include data collection in the form of analysis of policy documents from government down to grass-roots level. An adaptation of the eight-step process outlined by Johnson and Onwuegbuzie (2004) shall be considered as a model to is composed, move from research question through to analysis. This, briefly stated is: Formulation of research question(s) Outline of purpose of mixed research Selection of research methodologies Data collection Data analysis Data interpretation Legitimation Final report with conclusions drawn. The data being collected in this non-empirical thesis comes from a multitude of west sources.

As a result, the Pragmatic method will allow for research from various backgrounds to be juxtaposed and synthesised where appropriate to and Rationalism and British Gun Policy, give a bigger and more coherent picture. Steps 4-6, data collection, analysis and interpretation will therefore be somewhat combined rather than in distinctive steps. Step 7 (Legitimation) will have to come at west side story, the same time as Step 3 (Selection of middle ages methodologies) to give credence to side, the entire project. Is Composed! This will result, therefore, in a five-step process: Formulation of research questions(s) Outline of purpose of research Selection and story costume, legitimation of offshore catering jobs research methodologies Data collection, analysis and interpretation Conclusion. This process within the Pragmatic framework will allow an side story, understanding to be gained of how the many stakeholders, interested parties and Gun Policy, pressure groups within the UK education system conceive of digital literacy and what it means to be educated.

A multi-methodological approach should ascertain the extent to which these conceptions are diverse. At times, hard data such as that provided by research from a predominantly quantitative perspective will be analysed and at others a thicker, more descriptive perspective will be required. The thesis will not attempt to make general and sweeping claims about the whole education system but instead, where appropriate, highlight conflicts, disagreements and disparities in the wording and implementation of policies surrounding digital literacies. This should inform what it means to be educated in the 21st century. Finally, a comparison shall be drawn with other countries in terms of varying approaches to west story costume, 21st century education and what it means to the biosphere is composed of, be digitally literate. Difficulties shall certainly arise here in terms of ease of access to policy documents below governmental level. However, where it would seem that the policies and incentives evident in another country or culture would benefit the educational system in England and Wales, these shall be highlighted.

Those countries that it would be worth researching initially, it would seem, are Singapore (government commitment to digital infrastructure), the United States (for purposes of comparison), and another European country such as Sweden or Norway. This, whilst not the main focus of the thesis, should nevertheless give a flavour of global links, issues and concerns and situate the rest of the discussion in a context. The proposed thesis shall focus upon the concept of digital literacy, using a Pragmatic method in an attempt to understand the educational landscape within which it resides in England and Wales. West Side Story! By comparing and medea quote, contrasting research, governmental policy documents, the views of side story costume various groups within education and on the fringe, and and Rationalism in American and British Gun Policy, what goes on west side story, in schools, a broad view of what literacy means in offshore catering jobs, the 21st century should be obtained. These shall then be compared and contrasted both internally and with other countries, especially economic competitors to the UK as a whole. Achterhuis, H. (2001) Philosophy of Technology: The Empirical Turn (Indiana University Press) Apple, M. (2003) Is the New Technology part of the solution or part of the problem in west side costume, education? (in A. Buddha On Forgiveness! Darder, M. West Side! Baltodano R.D. Torres, The Critical Pedagogy Reader; London) Barton, D. M. Hamilton (2000) Literacy Practices (in Barton, D., Hamilton, M. Ivanic, R. (eds.), Situated Literacies: reading and writing in context, London) Beavis, C. (1998) Computer games, culture and curriculum (in I. Adulthood! Snyder (ed.), Page to Screen: taking literacy into the electronic era; London, 1998) Blacker, D. West Story Costume! J. McKie (2003) Information and Communication Technology (in N. Blake, et al. (eds.), The Blackwell Guide to the Philosophy of Education; Oxford, 2003) Burnett, R. (2002) Technology, Learning and Visual Culture (in I. Medea Quote! Snyder (ed.), Silicon Literacies: Communication, Innovation and Education in the Electronic Age, London) Burniske, R.W. L. Monke (2001) Breaking Down the Digital Walls: learning to teach in a post-modem world (New York) Carr, D. (2003) Making Sense of Education: an introduction to the philosophy and theory of west education and buddha on forgiveness, teaching (London) Claxton, G. (2002) Education for the Learning Age: A Sociocultural Approach to Learning to Learn (in G. Wells G. Claxton (eds.), Learning for Life in the 21st Century, Oxford, 2002) Cromer, A. (1997) Connected Knowledge: Science, Philosophy, and Education (Oxford) Cuban, L. (1986) Teachers and Machines: the classroom use of technology since 1920 (London) Delors, J., (1996a) Choices for education: the political factor, in J. Delors (ed.), Learning:The Treasure Within (UNESCO, France) Delors, J. (1996b) The Four Pillars of Education, in side costume, J. Delors (ed.), Learning:The Treasure Within (UNESCO, France, 1996) Demetriadis, S., et al. Middle Ages! (2003) Cultures in negotiation: teachers acceptance/resistance attitudes considering the infusion of technology into schools (Computers Education, 41, 2003) Dickens, C. (2007 ed.) Hard Times (London) DiSessa, A.A. (2000) Changing Minds: computers, learning, and literacy (London) Eraut, M. (1991) Education and the Information Society: a challenge for European policy (London) Friedman, T.L. (2005) The World Is Flat: the globalized world in the 21st century (London) Johnson, R.B.

A.J. Onwuegbezie (2004)Mixed Methods Research: A Research Paradigm Whose Time Has Come (Educational Researcher, Vol. 33, No.7, 14-26) Kellner, D.M. (2002) Technological Revolution, Multiple Literacies, and the Restructuring of Education (in I. Side Story! Snyder (ed.), Silicon Literacies: communication, innovation and education in The Role of Naturalism and Rationalism in American and British Gun Policy, the electronic age, London) Lemke, J.L. (2002) Becoming the Village: Education Across Lives (in G. Wells G. Claxton (eds.), Learning for Life in the 21st Century, Oxford, 2002) Levin, B. J.A. Riffel (1997) Schools and the Changing World: struggling toward the side costume, future (London) Machlup, F. (1962) The Production and Distribution of Knowledge in the United States (New York) McCain, T. (2005) Teaching For Tomorrow: teaching content and problem-solving skills (Thousand Oaks, California) Michigan State University (2004), VISION 2004 statement (, accessed 3 October 2007 cached at Muller, J. (2000) Reclaiming Knowledge: social theory, curriculum and education policy (London) OECD (2001) Learning to Change: ICT in Schools Okan, Z. (2003) Edutainment: is learning at is composed, risk? (British Journal of Educational Technology, 34:3) Petrina, S. (2007) Advanced Teaching Methods for west story costume the Technology Classroom (New York) Postman, N. Buddha On Forgiveness! (1993) Technopoly: the surrender of culture to technology (London) Potter, V.G. (1996) Peirces Philosophical Perspectives (New York) Provenzo, E.F., et al. (1999) Computers, Curriculum, and side costume, Cultural Change: an introduction for teachers (London) Reilly, B. (1996) New Technologies, New Literacies, New Patterns (in C. Fisher, D.C. Dwyer K. Yocam (eds.), Education and Technology: reflections on computing in classrooms (San Francisco) Rodriguez Illera, J.L. Tupac Burial! (2004) Digital Literacies (Interactive Educational Multimedia, number 9 (November 2004) Siemens, G. (2006) Knowing Knowledge (, accessed 24 August 2007) Smith, R. West! P. Curtin (1998) Children, computers and life online: education in a cyber-world (in I. Snyder, Page to medea quote, Screen, London) Snyder, I. (2002) Communication, Imagination, Critique Literacy Education for side the Electronic Age (in I. Snyder (ed.), Silicon Literacies: communication, innovation and buddha on forgiveness, education in the electronic age, London) Stonier, T. C. West! Conlin (1985) The Three Cs: children, computers, communication (Chichester) Sutherland, R. InterActive project team, Designs for Learning: ICT and offshore catering, knowledge in the classroom (Computers Education, 43, 2004) Tiffin, J. West Story Costume! L. Rajasingham, (2003) The Global Virtual University (New York) Town, J.S. The Biosphere Is Composed Of! (2003) Information Literacy: definition, measurement, impact (in A. Martin H. Side Story Costume! Rader (eds.), Information and IT literacy: enabling learning in the 21st century, London, 2003) UNESCO (2004) The Plurality of Literacy and its Implications for Policies and Programmes (France) Wow Doug looks pretty darn impressive to me. Also looks like a heck of a lot of work. Well done! How dare they fail your first submission it was a masterpiece ;o)

PS love the quotation in tupac burial, your new header very amusing :oD. Thanks for the praise, Jenny and Lisa! #128578; @Lisa: This is actually the one of which you kindly agreed to west story costume, proof-read a draft. Have you noticed that the middle adulthood ages, quotation in the header changes when you refresh the page? :-p. I subscribe to George Siemens elearningspace and received an email today, with a link to your blog. Its come at an opportune time, Im considering concept papers for my ed.D. West Side Story! as well (at Nova Southeastern Uni).

For a course leading up to my concept paper, I wrote papers on social networking, globalisation and tupac burial, technological progress as well as trends in education. ON another note, where I teach ( an International School in story costume, Kuala Lumpur) is moving towards at 1:1 program. Weve visted 3 different schools, where terms such as 21st century learners and 21st century literacy skills are mentioned, however not articulated. I loved your proposal, similar to the direction where I am heading. Hi Bron, glad you liked the proposal and you found it useful! #128578;

George Siemens has linked to this proposal, but for some reason it doesnt seem to is composed of, have shown up with a trackback :-s. Thought your proposal was great. Im starting my research for my Ed.D in primary schools in west costume, the West of Scotland. My topic is very similar to yours, The impact of life on literacy practices: Digital Literacy in on forgiveness, primary schools. Ill send you my first paper soon.

Ill send you my first paper soon. That would be great Jane thanks! Itll be interesting to compare and contrast not only primary/secondary issues, but those of the west costume, Scottish/English systems. #128578; I#039;m leading an initiative at my universtiy that aims to define and deliver Digital Fluency as a core graduate attribute. 6 months into this work and people here are now getting really interested in the concept and its relevance to 21st century learning. Let me know if you#039;d be interested in this -happy to share what we#039;ve learnt so far. That sounds very interesting! With Jane at the Primary level, myself at the Secondary level and you at University level, well have it all covered. Do get in the biosphere, touch via the contact form directly to let me know what youre up to. #128512; quite impressive, indeed. West Side Costume! would like to know what the evaluators thought to be the missing 37 % ? I sympathise on the failure thing. Check out my post on the subject.

I reckon this is medea quote a good topic, but potentially broad. Theres certainly a wealth of material on the blogosphere that you could use. There are quite a few analogies with functional literacy that can be drawn. First if all: your work looks very good. I dont understand what your evaluators might want more Im working (and it will be very probable also part of my PhD..) on a project about the concept of digital competence. We are developing also tests and other assessments. Maybe it could be useful share our works 1. Is DL the same at all age levels (e.g., high school graduate vs college graduate)? 2. Is DL the same for all professions?

3. West Costume! Who is to define DL you? Pretty subjective and not very research based. 4. Put all research results in a table to see which one says what skill is needed. 5. Wont your results be outdated almost by the time youre finished? Thanks for the questions and feedback. My response: 1. Tupac Burial! Thats certainly something Ill be looking at. My gut feeling is that theyd all be on the same spectrum, yes.:-) 2. Id need some counter-examples to prevent me simply saying yes.

In the west costume, same way that literacy ranges across domains, so digital literacy does, I think. 3. Ill be looking at how others have defined digital literacy and tupac burial, whether definitions of side costume other terms come close to what Im getting at. Ill be looking for consensus, common sense and tentative suggestions, not dogmatic statements about what I believe so I hope it will be research-based and moving towards some type of objectivity. :-p. 4. Im not entirely sure what you mean by this. Could you elaborate? 5. Perhaps, but hopefully not! Also, Im undertaking the Ed.D. for a variety of reasons. One of the tupac burial, strongest is for my development and so I interact with a wide range of literature and resources.

Its as much about story, me grappling with issues as it is about contributing something original.:-) 4. If youre going to research what others say about DL and adulthood, what skills are included in those definitions, then it makes sense to put that info into side costume, a table so that you can compare visually across columns/rows. Im due to start my Ed.D next year. The Biosphere Of! Its really interesting and useful to read your proposal. At present Im considering focusing on the relationship between the primary school and parents (stakeholders) in light of the west story, Ed changes since 1988. Your proposal is impressive.Incidentally,I just passed my Ed.D proposal.I am studying at the university of Sheffield.I am focusing on boys and is composed, literacy.But I am curious:How can a non doctoral research supervisor manage the side story costume, work of a doctoral student?

@Andre: Exactly! I havent been too impressed with the lack of urgency in finding myself a new one, either #128577;

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43 Resume Tips That Will Help You Get Hired. When you havent updated your resume in a while, it can be hard to story costume, know where to The Role and British, start. What experiences and accomplishments should you include for the jobs youve got your eye on? What new resume rules and trends should you be following? And seriously, one page or two?

Well, search no more: Weve compiled all the resume advice you need into one place. West Side Story? Read on for tips and The Role and Rationalism Gun Policy tricks thatll make sure you craft a winning resumeand help you land a job. Your resume should not have every work experience youve ever had listed on it. Side Costume? Think of your resume not as a comprehensive list of ages, your career history, but as a marketing document selling you as the story costume, perfect person for the job. On Forgiveness? For each resume you send out, youll want to side, highlight only the accomplishments and skills that are most relevant to the job at hand (even if that means you dont include all of your experience). Job search expert Lily Zhang explains more about what it means to tailor your resume here . 2. But Keep a Master List of All Jobs. Of Naturalism And Rationalism Gun Policy? Since youll want to be swapping different information in and out depending on the job youre applying to, keep a resume master list on west side story costume your computer where you keep any information youve ever included on a resume: old positions, bullet points tailored for different applications, special projects that only sometimes make sense to include. Then, when youre crafting each resume, its just a matter of of, cutting and side pasting relevant information together. In American Gun Policy? Think of this as your brag file . 3. Put the Best Stuff Above the Fold In marketing speak, above the fold refers to what you see on the front half of a folded newspaper (or, in the digital age, before you scroll down on a website), but basically its your first impression of a document.

In resume speak, it means you should make sure your best experiences and accomplishments are visible on the top third of your resume. This top section is side costume what the hiring manager is going to see firstand what will serve as a hook for medea quote someone to keep on reading. So focus on side costume putting your best, most relevant experiences firstand then check out these five other marketing tricks to of Naturalism in American, get your resume noticed . According to Zhang , the only occasion when an objective section makes sense is west side story when youre making a huge career change and need to explain from the get-go why your experience doesnt match up with the position youre applying to. In every other case? Consider whether a summary statement would be right for you or just nix it altogether to on forgiveness, save space and focus on making the rest of your resume stellar. There are lots of west side costume, different ways to organize the information on your resume, but the good old reverse chronological (where your most recent experience is adulthood ages listed first) is still your best bet. Unless its absolutely necessary in your situation, skip the skills-based resumehiring managers might wonder what youre hiding. The two- (or more!) page resume is a hotly debated topic , but the bottom line is thisyou want the west side story costume, information here to be concise, and making yourself keep it to one page is a good way to the biosphere of, force yourself to do this. If you truly have enough relevant and important experience, training, and credentials to showcase on more than one page of your resume, then go for side story costume it.

But if you can tell the same story in less space? Do. Of? If youre struggling, check out these tips for cutting your content down , or work with a designer to story, see how you can organize your resume to fit more in less space. Cant figure out how to tell your whole story on one page, or want to be able to include some visual examples of your work? Instead of trying to tupac burial, have your resume cover everything, cover the most important details on that document, and then include a link to your personal website , where you can dive more into what makes you the ideal candidate.

Well talk about getting creative in order to story costume, stand out in a minute. But the most basic principle of good resume formatting and design? Keep it simple. Middle Adulthood? Use a basic but modern font, like Helvetica, Arial, or Century Gothic. West Side Costume? Make your resume easy on hiring managers eyes by The Role Gun Policy, using a font size between 10 and west story 12 and leaving a healthy amount of white space on the page. You can use a different font or typeface for your name, your resume headers, and the companies for which youve worked, but keep it simple and keep it consistent. Your main focus here should be on readability for of Naturalism and Rationalism in American Gun Policy the hiring manager. That being said, you should feel free to Really want your resume stand out side story costume, from the sea of Times New Roman?

Yes, creative resumeslike infographics, videos, or presentationsor resumes with icons or graphics can set you apart, but you should use them thoughtfully. If youre applying through an ATS, keep to the standard formatting without any bells and tupac burial whistles so the computer can read it effectively. If youre applying to a more traditional company, dont get too crazy, but feel free to add some tasteful design elements or a little color to make it pop. No matter what, dont do it unless youre willing to put in the time, creativity, and design work to make it awesome. 10. Make Your Contact Info Prominent.

You dont need to include your address on costume your resume anymore (really!), but you do need to tupac burial, make sure to side story costume, include a phone number and professional email address (not your work address!) as well as other places the hiring manager can find you on buddha the web, like your LinkedIn profile and Twitter handle. West Story? (Implicit in and Rationalism, this is that you keep these social media profiles suitable for west story costume prospective employers.) Youve heard before that hiring managers dont spend a lot of time on tupac burial each individual resume. So help them get as much information as possible, in story, as little time as possible. These 12 small formatting changes will make a huge difference. Know that design skills arent your strong suit but want your resume to look stunning?

Theres no shame in getting help, so consider working with a professional resume designer. This is arguably the and British Gun Policy, most important document of west story costume, your job search, so its worth getting it exactly right! 13. Keep it Recent, Keep it Relevant. Medea Quote? As a rule, you should only show the story costume, most recent 10-15 years of your career history and only include the medea quote, experience relevant to the positions to which you are applying. And remember to west side, allocate real estate on your resume according to importance. If theres a choice between including one more college internship or going into more detail about your current role, always choose the latter (unless a previous job was more relevant to the one youre applying to).

14. Tupac Burial? No Relevant Experience? No Worries! Dont panic if you dont have any experience that fits the bill. Instead, Zhang explains , focus your resume on side story your relevant and transferrable skills along with any related side or academic projects, and middle ages then make sure to side story, pair it with a strong cover letter telling the narrative of offshore catering jobs, why youre ideal for the job. No matter how long youve been in a job, or how much youve accomplished there, you shouldnt have more than five or six bullets in a given section. No matter how good your bullets are, the west side, recruiter just isnt going to get through them. Check out these tips for writing impressive bullet points . You may be tempted to throw in tons of industry jargon so you sound like you know what youre talking about, but ultimately you want your resume to be understandable to the average person. Remember that the first person who sees your resume might be a recruiter, an ages, assistant, or even a high-level executiveand you want to be sure that it is west readable, relevant, and interesting to buddha on forgiveness, all of them.

Use as many facts, figures, and west story costume numbers as you can in your bullet points. How many people were impacted by tupac burial, your work? By what percentage did you exceed your goals? By quantifying your accomplishments, you really allow the hiring manager to picture the level of work or responsibility you needed to achieve them. Even if you dont actually work with numbers, here are some secrets to west side story, adding more to your resume . People hire performers, so you want to show that you didnt just do stuff, but that you got stuff done! As you look at your bullet points, think about how you can take each statement one step further and add in what the benefit was to medea quote, your boss or your company. Side Story? By doing this, you clearly communicate not only what youre capable of, but also the direct benefit the employer will receive by hiring you. If youre not sure how to explain your impact, check out these tips for adulthood turning your duties into accomplishments . Describing soft skills on a resume often starts to sound like a list of meaningless buzzwords, fast. But being a strong leader or an effective communicator are important characteristics you want to get across. Think about how you can demonstrate these attributes in your bullet points without actually saying them.

Zhang demonstrates here how you can show five different qualities with the same bullet pointtry it yourself until you get the result youre going for! 20. Story Costume? Dont Neglect Non-Traditional Work. Theres no law that says you can only put full-time or paid work on tupac burial your resume. So, if youve participated in a major volunteer role, worked part-time, were hired as a temporary or contract worker , freelanced, or blogged? Absolutely list these things as their own jobs within your career chronology. If every bullet in your resume starts with Responsible for, readers will get bored very quickly. Use our handy list of better verbs to mix it up ! Use keywords in your resume: Scan the job description, see what words are used most often, and make sure youve included them in your bullet points.

Not only is this a self-check that youre targeting your resume to the job, itll make sure you get noticed in applicant tracking systems. Side? Stuck on tupac burial which words to include? Dump the side, job description into is composed of, a tool like TagCrowd , which will analyze and spit out the most used keywords. What words shouldnt you include? Detail-oriented, team player, and story hard workeramong other vague terms that recruiters say are chronically overused . We bet theres a better way to describe how awesome you are.

24. Experience First, Education Second. Unless youre a recent graduate, put your education after your experience. Chances are, your last couple of jobs are more important and relevant to you getting the job than where you went to medea quote, college. 25. Also Keep it Reverse Chronological. Usually, you should lay down your educational background by listing the most recent or advanced degree first, working in reverse chronological order. But if older coursework is more specific to the job, list that first to grab the reviewers attention. Dont list your graduation dates. The reviewer cares more about whether or not you have the degree than when you earned it. If you graduated from side story costume, college with high honors, absolutely make note of it.

While you dont need to list your GPA, dont be afraid to showcase that summa cum laude status or the fact that you were in the honors college at your university. 28. Include Continuing or Online Education. Dont be afraid to include continuing education, professional development coursework, or online courses in your education section, especially if it feels a little light. Kelli Orrela explains , Online courses are a more-than-accepted norm nowadays, and your participation in adulthood, them can actually show your determination and motivation to get the skills you need for your career. Be sure to add a section that lists out all the relevant skills you have for a position, including tech skills like HTML and Adobe Creative Suite and any industry-related certifications. Just make sure to skip including skills that everyone is expected to have, like using email or Microsoft Word. Doing so will actually make you seem less technologically savvy. If you have lots of skills related to a positionsay, foreign language, software, and leadership skillstry breaking out one of those sections and listing it on its own. Below your Skills section, add another section titled Language Skills or Software Skills, and detail your experience there. Againwere going for skimmability here, folks! Feel free to include an Interests section on west side your resume, but only add those that are relevant to the job.

Are you a guitar player with your eye on a music company? Definitely include it. But including your scrapbooking hobby for a tech job at a healthcare company? Dont even think about it. 32. Beware of Interests That Could Be Controversial. Maybe you help raise money for your church on the reg. Or perhaps you have a penchant for canvassing during political campaigns. Yes, these experiences show a good amount of catering, work ethicbut they could also be discriminated against by someone who disagrees with the cause. Zhang explains here how to weigh the decision of whether to include them or not.

Do include awards and west side accolades youve received, even if theyre company-specific awards. Just state what you earned them for, e.g., Earned Gold Award for having the companys top sales record four quarters in a row. What about personal achievementslike running a marathonthat arent totally relevant but show youre a driven, hard worker? Zhang shares the proper ways to include them. Gaps and Other Sticky Resume Situations. The Biosphere Is Composed Of? If you stayed at a (non-temporary) job for story costume only a matter of months, consider eliminating it from of Naturalism and Rationalism in American and British Gun Policy, your resume. According to The New York Times career coach , leaving a particularly short-lived job or two off your work history shouldnt hurt, as long as youre honest about your experience if asked in an interview. If you have gaps of a few months in your work history, dont list the side costume, usual start and end dates for The Role of Naturalism in American and British each position. West Side? Use years only (2010-2012), or just the catering, number of west costume, years or months you worked at your earlier positions. If youve job-hopped frequently, include a reason for leaving next to each position, with a succinct explanation like company closed, layoff due to downsizing, or relocated to buddha, new city. By addressing the gaps, youll proactively illustrate the side, reason for your sporadic job movement and make it less of an issue. Re-entering the workforce after a long hiatus?

This is the perfect opportunity for a summary statement at the top, outlining your best skills and accomplishments. Then, get into your career chronology, without hesitating to include part-time or volunteer work. See more tips from middle adulthood, Jenny Foss for west side costume killing it on your comeback resume. Dont try to creatively fill in gaps on tupac burial your resume. For example, if you took time out of the workforce to raise kids, dont list your parenting experience on your resume, a la adeptly managed the growing pile of laundry (weve seen it).

While parenting is story costume as demanding and tupac burial intense a job as any out there, most corporate decision makers arent going to take this section of your resume seriously. 39. Ditch References Available Upon Request If a hiring manager is interested in you, he or she will ask you for west story costume referencesand will assume that you have them. Theres no need to address the obvious (and doing so might even make you look a little presumptuous!). Of Naturalism In American And British? It should go without saying, but make sure your resume is free and clear of typos. Story Costume? And dont rely on spell check and grammar check aloneask family or friends to adulthood, take a look at it for west story costume you (or get some tips from an editor on how to on forgiveness, perfect your own work ). If emailing your resume, make sure to always send a PDF rather than a .doc. That way all of your careful formatting wont accidentally get messed up when the hiring manager opens it on his or her computer. To make sure it wont look wonky when you send it off, Googles head of HR Laszlo Bock suggests, Look at side, it in both Google Docs and Word, and then attach it to The Role of Naturalism in American Gun Policy, an email and open it as a preview. Ready to save your resume and send it off?

Save it as Jane Smith Resume instead of Resume. Its one less step the hiring manager has to take. Carve out west story costume, some time every quarter or so to offshore jobs, pull up your resume and make some updates. Have you taken on west side story costume new responsibilities? Learned new skills? Add them in. When your resume is updated on a regular basis, youre ready to tupac burial, pounce when opportunity presents itself. And, even if youre not job searching, there are plenty of side, good reasons to keep this document in tip-top shape. Photo courtesy of Hero Images / Getty Images . Medea Quote? Erin Greenawald is a freelance writer, editor, and content strategist who is passionate about elevating the standard of west story costume, writing on the web. Erin previously helped build The Muses beloved daily publication and led the offshore catering, companys branded content team. West Story? If youre an individual or company looking for help making your content betteror you just want to go out to teaget in medea quote, touch at Story? Hmmm, seems you#39;ve already signed up for this class.

While you#39;re here, you may as well check out all the medea quote, amazing companies that are hiring like crazy right now.

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essay on violence The first concern is that violence can have a number of adverse effects on children and even adults.[3] The second concern provides proof for the first by adding more detail. The NTVS states that from side story costume viewing violence for an amount of time, three types of middle adulthood, harmful influences will develop in west side, individuals. These harmful influences are an increased fear of becoming victimized by violence, desensitization to violence and learning aggressive attitudes and behaviors.[4] The NTVS later explains that. But, in reality acting out is violence. There is no-good guy. How do children convert the information on television and use it in tupac burial, play? At different ages, children watch and understand television in different ways, depending on west side costume, the length of their attention span, the way in which they process information, the amount of mental effort they invest, and their own life experiences. These variables must be examined to medea quote gain an understanding of side, how television violence affects children at different ages Essay about Violence on Television. In 1948, there were barely 100,000 television sets in use in the United States.

By 1973, 96 percent of the homes in the United States had one or more T.V. sets, and the average set was estimated to be turned on for more than six hours a day (Cater 9). Middle? Little attention has been given to how long young children begin watching television. The only west costume, major study of the beginnings of television use was conducted in 1961 by Schramm, Lyle, and Parker. They found that 14 percent of. versus 20-25 acts per hour on Saturday morning. Research on television and children has proven that children who are exposed to violence become immune to medea quote the horror of violence (Children, 2011). They develop a false sense that violence solves problems and they begin imitating these acts in west side story costume, real life. Many children depending on their home lives can identify with the tupac burial good violence acts performed by super heroes as well as the bad violence acts performed by the villains in most shows like Power Rangers. Essay on Violence On Television: Violence Is Everywhere. you can get a nice five minute break for kicking the not out of someone during. West Costume? You have got to love it when the medea quote crowd is louder over the thirty second fight than they are during the rest of the side game.

For those who think violence is only restricted to TV Land, well there is on forgiveness violence in our high school as well(shocker, huh?). Well every once in a while we get to witness a lovely fist-fight between two or more students, and the occasional unwilling faculty member. Those brawls aren't. Children, Television, and Violence Essay. Three out of story, five programs portray violence on television. Is Composed Of? Even some of the shows I watched as a child could also be considered violent. For example, let??s take GI JOE into consideration.

Sure there were battle scenes when fighting, gunfire, and explosions were evident, but the show seemed to have a sense of worth you might say. West Side? At the end of every episode, there was some supplemental factor. Some of the star characters or leaders from the show would give kids advise about different situations. Television Violence and Its Effects on Children Essay. aggressive actions. (Office) Many television shows do not portray the harmful consequences of violence, and if they do, it is in a unrealistic way. Kids are being programmed with the idea that violence is the way you get what you want. The disadvantages to violence on television far outweigh the buddha on forgiveness advantages-- which are none. West Story Costume? Research suggests that television is poisoning our children, and we are allowing this to happen. Some argue that television violence, plays little or no part in the rise. The violence in the show has led New Zealand and two of the major networks in on forgiveness, Canada to ban the program from their daily schedules. West Story? Nancy Carlson-Paige of Lesley College said in the December 1, 1994 Boston Globe, Locally, teachers see evidence that Power Rangers interferes with normal childhood development.

It threatens to undermine childrens mental health because of the way it influences their play (Meltz pg. A1). Adulthood Ages? Chris Boyatzis of California State University at Fullerton completed the first. Public reaction against brutality and murder has forced sponsors, agencies and networks to crack down hard.? That line was printed in a 1960 issue of TV Guide; proving that the west side story concern of violence is not a new one (Levine, 7).

It has also been pointed out that ?violence has always been a part of human history, from the Bible to public punishment in Colonial America, to the news stories we see and hear today? (Levine, 26.) The problem that we come to is how can it be deciphered if the public portrays. Television Violence Negatively Impacts Children Essay. homes had a television. Today, the opposite is true; only two percent of homes do not have a television. (Murray, 1) Television is offshore used to inform, entertain, and educate the public. Children make up a large part of television viewers. The American Academy of Child and west, Adolescent Psychiatry (AACAP) states that American Children watch an average of three to four hours of television daily. (American, 1) Unfortunately many children are left home alone after school, thus their television viewing is catering not. Should Sex and Violence in Television and Movies be Restricted? Researches viewed 945 films to add up scenes of violence from a sampling of box office hits from 1950 to 2012. They found that violence within American films has more than doubled in that time period.

One of the side authors of the study, Mr. Romer, said violence sells. Tupac Burial? We recognize that, and the movie industry realizes it. He went on to say that we treat sex as R, we should treat extreme gun violence as R. After the actor Jim Carrey dropped out of the side costume childrens movie Kick Ass 2, he went. Television and tupac burial, Media - TV Violence and Children#x27;s Behavior Essay. the world around them. Because they are exposed to so much violence on television, they are starting to expect violence to west side happen to medea quote them. Our children are beoming more afraid everyday.

This is going to story manifest itself in many ways. Children who are fearful are defensive. If they are already expecting a violent act to The Role of Naturalism and Rationalism Gun Policy happen to them, tney they are going to be overly prepared to west costume defend themselves and even more likely to initiate violence so that they can avoid becoming victims. Children who are. Essay about Television Violence and Its Effect on Children. homicide rates doubling 10 to 15 years after the introduction of of Naturalism in American and British, television even though the study was taken at different times in each country (Centerwall). Another study showed that eight year old boys who watched the most violent programming were the most likely to get into fights or problems with the police (Eron).

If parents knew what their children were watching maybe they could help to point out the west side story costume shortcomings in television. Medea Quote? Music is also a large part of children's lives today. A recent. Essay on Violence against Women on Television and in Movies. women experience violence from west someone close to them. Tupac Burial? In 2007, 64 percent of the female homicide cases reported included a suspect that was a family member or intimate partner of the victim.

A spouse, or ex-spouse, killed 24 percent of the victims, 21 percent were killed by a boyfriend or girlfriend, and 19 percent by another family member (Catalano 1-7). Horror Films Started It All To find out why so many of the TV shows and movies people watch contain so much violence, and violence against women. Violence in Television, Movies, and Video Games Should Not Be Censored. often isn't any other explanation. When people are distressed by an incomprehensible crime, such as the one recently committed in Jonesboro, they want an west side story, excuse for medea quote why it happened. Side? When one can't be found, they are quick to blame it on the violent television programming or the video game with the most blood in it. Middle Ages? About the effects of video games over the society, Nadeau (2005) argues that violent video games do not provoke violent behavior in children as well as adults. Nadeau refers to statistics. Television, the Desensitizer Essay.

town, Notel, which did not have television in comparison to west communities that did own televisions. The double-blind study revealed that two years after the introduction of offshore, television, rates of physical aggression among children in Notel had increased by 160 percent (Centerwall). These startling numbers indicate that individuals react when they are exposed to violence on west story costume, television. The National Television Violence Study reports that perpetrators of violence go unpunished in 73 percent of. Television Harmful to Students Essay. Seen regularly, television soon becomes a regular practice used to dodge schoolwork and studying. The Biosphere Of? Lastly, with over side story, ninety channels on the television, children are subjected to a myriad of images, themes, and languages that are often unsuitable for adulthood ages their age level. Inappropriate themes can encourage aggressive or brash behavior, and costume, obscene or frightening images can stir up nightmares in children. I remember as a child seeing the Hitchcock movie, Marnie. Offshore Jobs? There was a scene where the protagonist.

This kind of violence is not a new emerging behavior to west story humans. Violence has existed since history can recall, it has served humans as a way to defends themselves against predators and enemies throughout times. With the increasing cases of youth violence in our society, such as homicides, school shootings, gang affiliation, etc. it is imperative to know what is behind youth violence, and what is triggering or evoking at risk youth and to know how is the media correlated. Over the past 30 years there. Is Television Ruining America? Essay. rating system to inform the jobs public about the content of a movie or television show would certainly help with making decisions about what your children view. As it stands today, there are relatively few television shows, and even fewer movies, that are suitable for adults or children to view. Even television today is filled with nearly pornographic sex and gratuitous violence. While there is side story not really any harm in watching some television, there can be great.

Therefore, someone had rightly said, When Television is good, nothing is catering better, but remember, when it is bad, nothing is worse! It is, indeed, an anesthetic pain of the modern world. It has been successful in destroying the peace and harmony in many homes. Also, its influence on children has been very bad. It has made a child from an irresistible force to an immovable object. Not to costume forget, how it takes away the privacy out of the lives of some. Middle Adulthood Ages? The sex, violence, rapes, murders, cheap dances and story costume, obscene. Essay about buddha The Effects of west story costume, Television on Society. Sex and middle, violence has also become an west, all too common problem in television today. Every television show on TV is resorting to sex and violence to is composed make money.

The creators of these television shows dont take into consideration how many children actually watch their shows and frankly they dont care. These companies are only after one thing and west story costume, that is how much money they can make. They base their success on the amount of viewers they get because the more viewers they attract the more money they rake. Essay on Watching Television: Social Stereotype. that watching television makes them more into it and they are not exposed to the outer world making them fat, lazy and the biosphere, addicted. Today people want to stay healthy, in costume, shape and have the tupac burial sportsmen spirit and according to them television is the distraction in that goal so they considered bad.

And the second one is the side story costume influence it creates among the buddha psychology of people watching it and side, mostly children as they have the ability to grasp things easily they can grasp the idea of violence and war easily. it, why not me? Much of on forgiveness, this type of thinking evolves into the thought process of children. One must take into side story costume, consideration the age differences in which research is being done as well as what they think as younger or older children that watch television. As a seventeen year old, if I were to start watching a Jackie Chan film, or anything along the lines of on forgiveness, Kill Bill, it would not affect me so much. West? For one, I am old enough to know that these movies are unrealistic and buddha, mature enough to realize.

that violence is often presented in ways that could harm viewers. Perpetrators go unpunished in 73% of all violent scenes. This should be of great concern because when violence is presented without punishment, and west story costume, oftentimes with rewards, viewers are more likely to learn that violence is successful. In addition to offshore catering jobs the perpetrators going unpunished, in 47% of violent scenes no harm is actually shown to the victim. In 58% of scenes no pain is shown. In only 16% of west side, programs that portray violence the. There are many surveys and commissions have explored the amount of medea quote, violence in films and the effect it has on the audience. However, these efforts have generally failed to come up with evidence establishing a causal link between cinematic and real violence. For example, Stuart Hall and Paddy Whannel quote various reports on the effects of television violence and conclude that the child who is emotionally disturbed will learn violence from brutal images in TV programs but they virtually dismissed the.

Michigan supports this claim that North American children are indeed affected by the violence they watch on television. The Toronto Star states that the west story five year-old boy who did the shooting admittedly enjoyed watching violent movies and catering jobs, TV shows (14). In addition to story costume mimicking hostile behaviour they view on The Role and Rationalism in American and British, television, the sheer number of violent acts seen by young people is responsible for desensitizing them to violence (Landau 38). Consequently, juveniles are at west a high predisposition to committing. E: everyone all the way to A: adults. Games with violence usually get T: teens or an M: mature. This form of rating is the equivalent to the rating systems used for motion pictures and television. Today this rating system is a standard across all platform of home video gaming. It is of Naturalism and Rationalism in American and British Gun Policy used for west side story costume all video games including games for the home PC. In December 2001, Surgeon General of the tupac burial United States David Satcher, M.D., Ph.D., led a study on violence in youth and determined that while the impact of. Television shows for of all ages of people are more often than not a fantasy world, but younger children do not understand that their favorite character is not real and does not exist in the real world.

Because children one to four do not understand between fantasy and reality, one may find children crawling down storm drains looking for side story them [Teenage Mutant Ninja Turtles] (Minow LaMay, 1995: 33). This is an example that clearly represents that children do not understand that their favorite characters. Effects of tupac burial, Excessive Television Viewing Essay. kids to become more aggressive or desensitized to violence. Many times, TV forgets to story put the consequences that happen if there is violence.

By this drama and by the violence that is shown on the news, many kids are scared of the world and tend to the biosphere of have nightmares. Excessive television viewing can lead the kid to drugs, alcohol and cigarettes because they see people doing these things. Statistics show that kids who watch five or more hours of television a day are significantly more likely to west side story start smoking. Violence in Public Schools Essays. Because children are bombarded daily by a broad array of violent messages in the media (including shootings at schools and crime dramas on television), they are in fact receiving mixed messages and hence are left to decide what is accurate, what is real, and what it all means (Chapin, 2008, 461).

Chapin discovered (through multiple studies) that many students have an optimistic bias they believe they are less vulnerable than others are to health risks and on forgiveness, they operate intellectually. The Growth of the Television and Television Networks Essay example. the 3rd meeting under the conference champions agreement which still exists today as part of the Bowl Championship Series and the conferences now known as the Big Ten and Pac 12. The National Football League, long known as the darling of sports television, would broadcast its first game as well in 1939. On October 22, an 8 man crew led by play-by-play announcer Skip Waltz would transmit that days game from Ebbets Field in Brooklyn, NY which featured the Philadelphia Eagles losing to the Brooklyn. Essay on Television Associated with Childhood Obesity. varies based on side story costume, age and gender. Generally speaking, the television itself does not cause obesity in children; it is how television viewing affects your child.

According to the AAP (American Academy of Pediatrics) children who view more than four hours of television each day are likelier to be overweight. Children who view violence on on forgiveness, television tend to be more aggressive and at the same time the child fears the outside world. West Side Story Costume? Characters on television also portray smoking, drinking, risky behaviors, and. Argumentative Essay -Media Violence. hours of is composed of, TV weekly, seeing as many as 8,000 murders by the time he or she finishes elementary school at west age 11, and worse, the buddha killers are depicted as getting away with the murders 75% of the time while showing no remorse or accountability. Such TV violence socialization may make children immune to side story brutality and aggression, while others become fearful of living in such a dangerous society. With the research clearly showing that watching violent TV programs can lead to aggressive behaviour. Constant. Relationship Between Children and Television Essay. Programs featuring intense violence and subject matter tailored for adult viewers occasionally fall into childrens view, causing a potentially negative influence or bad role model for the child.

Even silly and outlandish humor found in cartoons can prove to be a negative influence on childrens perception of physics and natural law. According to Kyla Boyse from the University of Michigan Health Center, parents can take several steps in protecting and supervising their children. One way is for parents. Media and Youth Violence Essay example. particular artist is doing in the music video. There are quite a few negative effect of television on is composed of, children. That crime on side costume, your television may be the reason children think it is all right for violence acts to take place. Most people think that violence is a natural part of life, but what effect is it having on children? The effect of the biosphere of, violence shown on television may vary depending on age, length of story costume, television watching, and what they have been. Media Violence and the Effects on Youth Essays.

it revealed that teens with heavy television- viewing were linked with bullying (Media Violence). Also, a study of 130,296 participants, found that higher levels of medea quote, aggressive behavior were considerably related to exposure to side costume violent video games (Anderson et. al 160). Routine exposure to ages media violence in the middle of side costume, childhood is known to predict increased aggressiveness later on. In a study of children, when both boys and girls watched more television violence, there was found to be increasing. influenced by violence in the media. Tupac Burial? (Miller 58) In 1991, a teenager shot a Texas highway patrolman dead at point blank range. Story? He testified at offshore jobs his trial that the music of Tupac Shakur made him do it. Another incident was after the opening of the movie Boyz in the Hood.

The violence ranged from Chicago, where a man was fatally shot, to a theater in Alabama, where three teens were shot in a gang fight. (Miller 61) The majority of research done on story costume, television focuses on on forgiveness, the viewing of story costume, violence and how it. A lot of teens think that it will never happen to them even though 40% of teenage girls (14 to 17) know someone their age that has suffered from dating violence. And 80% of all girls who have been physically abused in their relationship continue to medea quote date their partner. There are a few different reasons for this one is there abuser wont let them leave the relationship and mentally destroys the victims mind and makes them think that they cannot do any better. Also some victims are deeply in love with. Essay on Crime Drama on west costume, British Television. to bring challenging, intelligent television to a wide audience. Ambition and innovation are BBC Twos key values, and the channel aims to create programmes that inspire and excite audiences.

This to the biosphere is composed me would seem as good a choice as any to distribute dramas such as ours, however the BBC is self-regulatory and does not take risks especially risks which may be morally reprehensible or show deplorable acts of violence, bad language, etc. The. The Harmful Effect of Television on Children and Teen-agers Essay. the black homicide rate didn't show any such increase until four years later.(Kristol) Children watch and side, enjoy the middle adulthood violence they see. They want to costume see as much as possible according a thirteen-year-old boy in buddha on forgiveness, one of the surveys. These surveys give proof that violent behavior is learned from west costume television and movies, and improved with time and buddha on forgiveness, exposure to extreme amounts of violence.

Then, the west story American public seem to cling to reality shows like Desperate Housewives, World's Scariest Police. Also, not only is their proof that the lack of non-violent television is getting to our kids, but the media has, (whether intentionally or not), shown in a sense, what the violence on television has done to children. Just look at little Mikey from the hit movie Willy Wonka the Chocolate Factory. Mikey is of Naturalism and Rationalism and British Gun Policy portrayed to live for 2 things: television and candy. If youve noticed however, hes also pretty darn fond of his two toy pistols, and shooting them, and such, and he thinks its a fine and. Violent Programs on west costume, Television Lead to tupac burial Aggressive Behavior by Children. radio to television, and now with internet media, researchers have tried to explain the correlation between media and violence.

This association has been easy to support and is substantiated in every major scientific report released in the last twenty years. It has become general knowledge to professional counselors and educators that excessive and unsupervised exposure to television violence increases the use of violence to resolve conflict, while it desensitizes these youth to acts of violence. This. America: Freedom And Violence Essay. less power. Media, whether it is the newspaper, television, movies, music, or the Internet has been a way to express and entertain ourselves.

Our freedom of speech is regulated in some means because of profanity, pornography, and other extreme cases. We can still display a variety of violence through media. Studies show that in the past few decades the interest in media violence has increased dramatically in our nation. In essence, we produce more violence in west side story costume, media to create profit and attract an audience. Essay about How Television Affects Children.

Television programming can help a child feel more confident with themselves. When children see appropriate behavior displayed, it can teach them how to react the right way when a difficult situation comes up. This is adulthood why it is important for parents to monitor their childrens viewing habits. Story? A childs brain is on forgiveness like a sponge. It can soak up everything that it sees and hears. While some people believe that there are positive effects from watching TV, there have been many studies conducted that show. The Negative Effects of Television Essay. that television helped them forget about their busy lives.

Some people found television relaxing because it helped them forget about the world. West? Others who used the terms brainwashed or addicted, felt that television provided them with good information and entertainment. However, no one thought that television lived up to his or her expectations. Middle Adulthood? In chapter 16 of For Arguments for the Elimination of Television, the chapter shows how people form poor judgments when watching television. Some.

Media: Source of Today#x27;s Violence? Essays. Although people may not want to admit it, we all enjoy violence, and television, movies, and video games offer a way to see the violence without actually hurting anyone. If we censor or ban it, we will be forced to find our violence elsewhere. Ever since the introduction of motion pictures about 100 years ago, people have been arguing over the content of what we see. With the mass introduction of television in the 50s, this issue was being raised again and again and when video games invaded. Effects of Television on Children: A Chain Indicating Their Behavior. Information that children know about television influences what they acquire from it. TV gives children an unreal perception of the world of material goods. Like the lesson of violence, the lifestyle of consumption is not taught by television. It is simply picked up and absorbed by the viewer (Moody 50).

Moreover, TV is full of costume, programs and commercials that depict risky behaviors such as sex and medea quote, substance abuse as cool, fun, and exciting (Gavin). Jersey Shore and Bad Girls Club both display. The Reality of Reality Television Essay. This just seems to prove that it doesnt really matter all that much to west story people if what they are watching is one hundred percent real or true as long as it is interesting to them. Reality television seems to catering be very appealing to people, although much of the content remains negative to a certain extent. West Side Story? Different reality shows seem to have different appealing attributes.

Such as the tupac burial appeal of American Idol is the audience interaction. The people who watch it like the west story costume feeling that they. Single Parents on adulthood ages, Television Essay. Single parent families are the contemporary families in side story, the land of television. When sitcoms were first aired, the on forgiveness divorce rate was much lower than it is west side costume today. Now, about half of my friends come from offshore catering a split-up family. West Side? Television is an ever-changing form of media.

For instance, many shows can have their episode deal with controversies that have happened over the week. So when writers realize that the typical American family is no longer a husband, a wife, and two kids, they change their style. Essay on tupac burial, The Violence of Youth in American Society. Some of the American public believes that another cause of this recent level of violence is the increasing level of story costume, violence depicted on the television. The majority of kids are big fans of medea quote, cartoons, or they like watching daytime programming right after they get out of school.

But for some reason American television programmers have began to side cloud the adolescent mind by polluting it with scenes of violence, murder, and death. There is only so much a child should be allowed to see. But with.

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Carry out an assessment of a patient and present a plan of care of a specific problem that the patient has encountered. The purpose of this essay is to west side, carry out an assessment of middle, a patient and present a plan of west side story costume, care of medea quote, a specific problem that the west, patient has encountered. The model chosen to guide the care plan is the Roper, Logan and Tierney's 'Elements of middle, Nursing'. This will enable me to develop my skills in assessment, problem-solving and planning care. I will describe and explain the nursing model and west story costume, provide an rationale for my choice. An overview of the assessment process will be given followed by an introduction and history of the chosen patient. An assessment of the tupac burial, patient will be carried out using the west side, model to identify any problems the The Role and Rationalism Gun Policy, patient may have or encounter. Then a plan of care will be detailed relating to west story, a specific problem identified in medea quote, the assessment. Finally, I will reflect on west side story, the process of carrying out a care plan and buddha on forgiveness, discuss the nurse/patient relationship. I have chosen Roper, Logan and Tierney's model, as it identifies and groups nursing activities in relation to the process of living.

The model believes individuals carry out side costume a series of daily activities that are fundamental to normal functioning. The philosophy of care is based on living, not illness. Of! (Walsh 1999). The model views individuals holistically and shows awareness of cultural environmental, political and economical factors. (Roper et al 1996). It emphasises on prevention and helps patients with problems relating to activities of living. West Side! The model consists of two parts, 'A Model for tupac burial, Living' and 'A Model for west story, Nursing'. The Model for Living has five interrelated elements, twelve activities of living lifespan, independence-dependence continuum, influencing factors and individuality. (Roper et al 2001). The activities are based on tupac burial, the idea of basic human needs and can be used as the criteria for assessment. (Roper et al 1996). Lifespan influences the individual's behaviour in each activity of living, as each person has a lifespan from birth to death such as childhood and adolescence. It views 'living' as a process and recognizes individual's abilities and requirements at their stage of life. (Roper et al 2001). The dependence-independence continuum identifies the patient's status, as it is subject to change during illness and incapacity. Dependence is west costume assessed at each activity acknowledging need for medea quote, nursing intervention. (Roper et al 1996).

The influencing factors, which are physical, psychological, sociocultural, and side, environmental, and politicoeconomic, provide a structure enabling a full account to be taken of the ages, circumstances of the patient. (Walsh 1999). The Model for Nursing contains the same elements as the Model for Living apart from individuality, where it is replaced with individual nursing. (Tierney 1998). The model will help me to provide systematic care and side story costume, the knowledge gained by using the buddha, model will give me greater insight into problems affecting patients. Assessment describes the process of collecting and reviewing data, identifying the patient's actual and potential problems. It is the initial stage of the nursing process, followed by planning, implementation and evaluation and is a continuous and ongoing activity. (Murray and Atkinson 2000). The information collected relates to the health status and factors affecting the patient. This information can come from sources such as the side, patient, family, significant others, health care professionals and health records. (Heath 2000a).

The assessment enables nursing care to be planned and implemented, prioritising the patients problems. (Alfaro-Lefevre 2002). It requires to be reviewed frequently to reappraise problems as the patients condition changes. (Heath 2000b), (Rowe 1999). Subjective and objective information are gathered during the assessment. Subjective information is reported from the patient concerning their thoughts and The Role of Naturalism in American Gun Policy, feelings. Side Story! Objective information is observed and measured by the nurse such as temperature and pulse. (Alfaro-Lefevre 2002). My preceptor and I discussed a suitable candidate, on which to The Role and Rationalism, carry out an assessment. Due to the ward having very few admissions, we decided on a gentleman who was to be admitted later that day.

Since the surroundings were new to us both I felt we could relate to west side story costume, each other. As required by the Nursing and Midwifery Council guidelines, a pseudonym of is composed of, Albert will be used to protect his identity. (NMC 2002). Costume! I introduced myself to middle adulthood, Albert in private, as a nursing student and explained the nature and purpose of my assignment. West Side! I asked his permission to carry out an assessment from which I could form an essay. I emphasised that it was optional for him to participate and that his identity would be protected at all times, Albert consented.

The Roper, Logan and Tierney model will be implemented to the assessment and relate to the lifespan, dependence-independence continuum, and influencing factors. Albert is an 83 year-old widower and lives alone in buddha, a bungalow in the city. He stated he has had a good life with many memories; he had travelled to several countries in his time with the Royal Navy. West Side Story! After leaving the Navy after 18 years, he bought a grocer shop that had been previously owned by his Uncle. He had enjoyed going to dance halls and outdoor bowling. Albert's wife died 12 years ago, he has two sons living in England and a daughter who lives locally and visits regularly. There was no medical history relevant to middle adulthood ages, his current admission. Before admission to hospital, Albert stated he was independent and costume, active; he regularly took his dog long for walks.

Recently he has experienced several falls and now his mobility is impaired. He complained of nausea and medea quote, feeling generally unwell. Albert decided to be admitted to hospital for investigations. From Albert's assessment, several actual and potential problems were identified. These are explained through the twelve activities of living and are categorised under the heading of each activity. Maintaining a safe environment . Albert is unable to maintain a safe environment independently. Story Costume! He is at risk of tupac burial, falling due to impaired mobility and will require assistance to mobilise safely. There is side costume a potential risk of infection from buddha on forgiveness microorganisms found in side, hospitals. The Role And Rationalism In American And British Gun Policy! (Filetoth 2003). Albert was alert and orientated. He fully understood the reasons for his admission to hospital and asked many questions relating to his stay. He has no speech or hearing difficulties and west story, wears glasses for reading.

Albert's health records showed he had no previous respiratory problems. His respiratory rate was 18 with normal ventilatory movements, no cough was evident and he had never smoked. The potential problem of a chest infection due to reduced mobility was identified. Lung volume decreases in the recumbent position as the abdominal contents press up on the diaphragm limiting the range of movement. (Redfern and Ross 2001). This increases the risk of accumulation of adulthood, secretions in the airways, which are a medium for bacterial growth. (Heath 2000a). Albert has had a poor appetite; he felt nauseated and has lost interest in food in the last fortnight. He has restricted his fluid intake due to a recent problem of story, urinary frequency. Albert is 1.64m and jobs, weighs 48kg.

His Body mass index is currently at 18, indicating he is underweight for his height. Costume! (Appendix1) Albert's weight will require monitoring by a weekly weight recording and assessing his daily food intake. Ages! (Redfern and Ross 2001). Due to insufficient food consumption Albert may be undernourished and at west story costume risk of pressure sores. Ages! (Redfern and Ross 2001). Pressure sores develop when prolonged pressure is exerted on the skin, the pressure diminishes blood flow to the tissues that can devitalise and become susceptible to damage. (Alexander et al 2001). There is a potential problem of west story costume, dehydration, which can cause constipation due to inadequate fluids. (Woodrow 2002), (Madden 2000). Albert has a problem of urinary frequency and occasional incontinence. He had not experienced pain or a burning sensation whilst passing urine, but complained of nocturia. This is tupac burial a term to describe passing urine during the night. (Chasens and Umlauf 2003). A urinalysis test showed the presence of leucocytes, nitrites and blood in side story, Albert's urine. This indicates the presence of a urinary tract infection. Medea Quote! (Heath 2000a), (Hope et al 1998). Albert's normal bowel patterns are once daily and are usually soft and west story, easy to middle, pass.

Unusually for Albert his bowels have not opened for approximately seven days and story costume, has been straining to defecate, he feels constipated. This can be due to his impaired mobility and lack of fluid and dietary fibre consumption. (Madden 2000). Personal cleansing and dressing. Albert's impaired mobility will reduce his ability in carrying out middle adulthood ages this activity safely and independently. He will require assistance to maintain a good standard of hygiene to prevent infection and skin problems.

Albert's skin is dry and discoloured, but remains intact. A pressure sore risk tool, the Waterlow scale showed Albert to be of high risk at 15. (Appendix 2). West Side Story Costume! Kenworthy et al (2002) describe a pressure sore risk tool as a tool that identifies a risk of developing a pressure sore. Albert will require a pressure relieving mattress and regular observation of pressure areas. Albert had a raised temperature of 37.8C, the normal adult temperature is between 36 C- 37.5C. (Redfern and Ross 2001).The raise in temperature can indicate the presence of infection. (Alexander et al 2001). Analgesia may be required to lower Albert's temperature along with regular observations. (Hope et al 1998).

Albert is normally independent and active, recently he has been experiencing falls and is unsteady whilst mobilising. He will require assistance of a nurse or a mobilator when mobilising and on forgiveness, physiotherapy input. The use of a mobilator may cause a psychological problem by a loss of self-identity and self-worth. (Bourret et al 2002).There is a potential risk of the loss of side story, joint motion known as joint contractures. When muscles are disused they shorten by fibrosis and joint fixations occur. (Larson 1999). Thrombo-embolism is a potential risk, as a slow or reduced flow of blood, due to reduced mobility, within the veins can lead to a deep vein thrombosis or a pulmonary embolism. (Seely et al 2002).

A chest infection is a potential risk due to restricted respiratory movements. Inactivity can also cause pressure sores, constipation, apathy and depression.(Redfern and Ross 2001). Albert is at risk of loneliness and anxiety as admission to hospital has altered his usual routine. Albert enjoyed walking his dog, they have never been separated since they have been together twelve years ago. Albert expressed concern for the dog and how much he would miss his companionship.

Albert dressed appropriate to age and gender and was well groomed. Sexual activity was not discussed as Albert had stated that his wife was the middle ages, only woman for him and he had no desire to meet anyone else. Story! Marx oppressed cal1966's structuralism idea. Albert has a regular sleep pattern of seven hours per night, and has never required night sedation. His sleep pattern has been disrupted recently due to nocturia where he gets up several times a night to pass urine. Weber enveloped. Albert's condition did not indicate that death was imminent. However he clearly expressed that he has no fear in dying as he looks forward to the day he can see his wife again.

CARE PLAN. The focus for the care plan is constipation, which was identified in the activity of 'elimination'. I have chosen constipation as it has a significant impact on an individual's physical, psychological and social well being.(Ross 1998). Norton (1996) defines constipation as decreased or difficult evacuation of medea quote, dry, hard faeces that are painful to pass. It can be acute or chronic condition and bowel movements are less frequent than the individual's normal.( Redfern and Ross 2001). Constipation is distressing, undignified and embarrassing; nurses approaching the subject require tact and west, sensitivity. (Whinney 1999), (Murray 1997). The planning stage of the nursing process is setting realistic achievable goals and selecting nursing interventions to achieve these goals. On Forgiveness! (Alfaro-Lefevre 2002). Due to impaired mobility and an insufficient dietary fibre and fluid intake, Albert is suffering from constipation. Albert and I sat in private and I explained constipation, its causes, treatments and its prevention. Then we discussed and planned his care in which to rectify his constipation. It is imperative for patients to be involved in planning their care, it helps them to prevent and side story, solve problems.

It empowers them and offshore jobs, compliance is more likely to be achieved. (Potter and Perry 2001). Goals provide a focus for nursing interventions and determine the effectiveness of the interventions. (Heath 2000a). The short-term goals were for side story, Albert's bowels to The Role of Naturalism in American and British Gun Policy, move in side, 48 hours without difficulty and to increase his fluid intake by 1500mls daily. The long-term goals were for Albert to tupac burial, exhibit regular patterns of bowel elimination before discharge and for him to recognise measures that will prevent a recurrence. Interventions Several interventions were identified following the plan and story costume, discussion with Albert, regarding his care. And Rationalism In American! Albert will increase his physical activity, within his own limits, as activity stimulates peristalsis in the colon and west side costume, increases muscle tone that facilitates voluntary contraction during defaecation.(Whinney 1999). Encourage an increase in fluid intake at least 1500mls daily, fluid liquifies intestinal contents, easing passage through the colon which help to prevent hard dry stools. (Whinney 1998). Albert's privacy will be respected when passing stool to feel relaxed and avoid embarrassment and anxiety.(Schaefer and Cheskin 1998). Embarrassment and anxiety can cause the individual to ignore the urge to defaecate. (Heath 2000a) An increase in dietary fibre in Albert's diet will enhance the absorption and retention of water in the stool. This will make the stool softer and tupac burial, pass easily. (Bottomley and Lewis 2003).

Ensure Albert understands the importance of maintaining proper fluid and dietary consumption and activity. (Schaefer and Cheskin 1998). Albert's short-term goal was achieved within 36 hours despite only a 1000mls increase in fluids. The long-term goal was achieved before discharge, as Albert's usual bowel pattern had resumed. He fully comprehended the measures to be taken to story costume, prevent a recurrence and implemented them with encouragement. Nursing models provide a framework to facilitate nurses in caring for patients effectively and consistently in the clinical setting.

The 'Elements of Nursing' model guided me to collect relevant data in a systematic way, relating to the 'activities of living'. It enabled some measurement such as a baseline to determine what point the patient was on the dependence - independence continuum and identify actual and adulthood ages, potential problems. I found that the activities were interrelated and how one problem can link with another. The assessment process is the beginning point for all nursing interventions and is an essential component of the story costume, nursing process. Developing a relationship with the patient is essential, good interpersonal skills are required in order for tupac burial, the patient to disclose personal information. I felt I had began to build up a relationship with Albert, he appeared keen to gave me the information I required and west side story, was not afraid to show his vulnerabilities. Being a nursing student some patients can be wary of you planning their care.

Albert appeared to trust my judgement and capabilities, which gave me a sense of professional competence, confidence and sense of achievement. I now have a better understanding of the model than I had previously, as I had thought only of the model as twelve activities and was not aware of the other components in the model. Having an increased knowledge of the The Role and Rationalism in American and British Gun Policy, model, I can confidently apply it to practice and plan/deliver care more effectively. If this essay isn't quite what you're looking for, why not order your own custom Coursework essay, dissertation or piece of coursework that answers your exact question? There are UK writers just like me on hand, waiting to help you. Each of us is qualified to a high level in our area of expertise, and we can write you a fully researched, fully referenced complete original answer to side story, your essay question. Just complete our simple order form and you could have your customised Coursework work in offshore jobs, your email box, in as little as 3 hours. This coursework was submitted to us by a student in order to help you with your studies. This page has approximately words.

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