Workplace Counselling Case Study Example | Topics and Well Written Essays - 1750 words

Workplace Counselling - Case Study Example Also in (managing trauma and stress) it is noted that "Workplace counseling provides measurable benefits by offering staff solution focused counseling to assist in resolving issues of stress, trauma and personal problems which have a negative effect on both the employee and the workplace alike, costing businesses many millions of pounds every year." (Valentine Sean) added more information on the subject matter where he says "Employment counseling is commonly used in companies to assist employees with various personal and professional challenges that are confronted in the workplace. Such guidance could affect the degree to which employees believe a company proactively supports an ethical orientation." The Value of counseling in the work place: Motivating all the workers. There is need at any working place to motivate workers in order to encourage them on what they are employed for. Counseling in a workplace thus explains to management the great need for that. "Keep rules and policies to a minimum. ... yment counseling is commonly used in companies to assist employees with various personal and professional challenges that are confronted in the workplace. Such guidance could affect the degree to which employees believe a company proactively supports an ethical orientation." The Value of counseling in the work place: Motivating all the workers. There is need at any working place to motivate workers in order to encourage them on what they are employed for. Counseling in a workplace thus explains to management the great need for that. (The guidelines for motivating workers) states that: "Keep rules and policies to a minimum. Rules are there to protect your business and create organization, if a rule does not serve that purpose only, then you will need to consider retiring that particular policy. After the rules are established, it is essential that all employees know what is expected of them. Make sure that the rules and/or policies are published and posted in a manner in which all employees are aware. Create a code of conduct. Make this a collaborative effort which involves all or most of the employees that work with you. Use this to identify values that should be held on high in your organization. Follow the rules. As a manager it is your job to be sure that not only the employees are following the rules, but that you are as well. All members of management should follow the rules that have been established. The employees should notice a sense of consistency from the management team rather than employees knowing which managers will let them "get away" with things while others will not. Management should recognize and address inappropriate behaviors on an as-needed basis rather than picking and/or "waiting" for someone to mess up. Use counseling or a progressive

The Nurse' Responsability in the Prevention of Medical Errors Essay - 1

The Nurse' Responsability in the Prevention of Medical Errors - Essay Example Errors can happen at any part of the healthcare organization. Understanding that errors take place, learning from such mistakes, and putting an effort to avoid potential or future errors embodies an important development in the healthcare system, a transition from a culture of sanctions and ‘pointing fingers’ to examination of the underlying reasons for errors and techniques to enhance procedures and mechanisms. All healthcare providers have a part in guaranteeing a safe environment for staffs and patients. This essay specifies four strategies on how nurses can prevent medication errors, namely, (1) knowing their patients, (2) knowing the medications, (3) communicating, (4) dealing carefully with medications that look and sound the same. Introduction Nurses carry out several of the major chores in medical or clinical settings; they are usually assigned to most patient services. Due to their substantial interaction with patients, nurses have the opportunity to serve a maj or function in the discovery of medical errors and the growth of a safe medical environment. This essay discusses four measures that nurses can take in order to prevent medical errors, namely, (1) knowing their patients, (2) knowing the medications, (3) communicating, (4) dealing carefully with medications that look and sound the same. Four Strategies to Prevent Medical Errors Researchers have reported that avoidable harmful medical errors take place because the nurse does not sufficiently know the patient (e.g. knowledge of a patient’s adverse reaction to several drugs) before prescribing and administering medications. Thoroughly and accurately knowing details about the patient allows nurses to identify needed and correct medications and procedures. Details like medical history, allergies, vital signs, and others are crucial in the process of monitoring the results of medications and the causal health condition (Yarbro, Wujcik, & Gobel, 2010). The nurse should properly infor m the pharmacist so that s/he can correctly identify and prepare all the prescribed medications. However, solely knowing the patient is not sufficient to avoid a medical error. The nurse should make sure of the identity of the patient before administering a medication. According to Yarbro and colleagues (2010), this can be done by making use of two patient markers, in addition to the room number of the patient. Staying up to date with new medications is vital. Being ignorant or uninformed about new medications can be as dangerous as not adequately knowing the patient. Almost all major medical errors take place because the patient obtains the incorrect medication or dosage. Mistakes in administering medication dosage often happen because of inaccuracy or miscommunication (Garber, Gross, & Slonim, 2009). In order for a nurse to acquire the latest details about medications, s/he should make use of a variety of sources (e.g. medication administration documents, dosing guidelines, drug p rocedures, textbooks, and constant communication with the pharmacists (Garber et al., 2009). Nurses should also regularly inform their patients about changes or new developments in their medications. Miscommunication is identified as a primary root of medical errors. It may be caused by the following. First is the lack of

Geological Applications of the Stable Isotopes of Nitrogen

Geological Applications of the Stable Isotopes of Nitrogen Bruce Botton Hard rock, geological applications of the stable isotopes of nitrogen. Introduction. Gammon and Ebbing book of general chemistry define isotope as â€Å"an atom with the same number of protons, but differing numbers of neutrons. So isotopes are just different forms of a single element.†[ Gammon, Ebbing. (2005). (8th ed., p. 467)] There are two broader definitions of isotopes, light isotopes are elements that are lighter (contain less neutrons) than the common more stable element (eg. 12O,26S and 34Cl) and Heavy isotopes are the atom contains greater number of neutrons than the most common form( eg. Fe, Cu and Zn). Focusing on light stable isotopes in low temperature environments such as H, C and O and with specific reference to Nitrogen isotopes. Below are a few properties of light stable elements: They are usually of low atomic masses. The mass difference between the heavy, uncommon isotopes and the common light isotopes is usually very large. The lighter elements form bonds with more covalent properties. These light elements form a large number of compounds that are found in the natural environment. Exist in more than one oxidation state. The relative abundances of isotopes are high enough for precise determination of isotropic ratios by mass spectrometry. Sedimentary rocks, low grade igneous and metamorphic rocks (ie. That form at temperatures of 350 degrees Celsius and less) are the type of rocks that we are expecting to find these stables isotopes of interest. Any temperature above this constitutes as high temperature geochemistry. The use of isotopes in analysis of rocks is of increasing popularity, it uses the variations in isotope abundance of various elements to determine certain properties of a rock. These properties that are available are origin and age of the rocks; air or water bodies and even to see if there has been any mixing of magmas to change the composition of the rocks. Stable isotope geochemistry is mainly focussed on the isotropic variations from mass dependant isotope fractionation as compared with radiogenic isotope geochemistry which uses the products of natural radioactive decay (eg. Half lives). Equation 1. Enrichment factor equation. Many isotopes the amount of fractionation that an atom or body of molecules undergoes is very small (both kinetic or equilibrium), so small measured in parts per thousand or less. The formula above shows us the enrichment factor that is present in a sample. This formula uses the ratio of heavy isotopes to light isotopes as compared with a standard sample. So for nitrogen we will be using 15N/14N For the purpose of this assignment, we are focusing on the use of nitrogen and its two isotopes 14N and 15N in the analysis of hard rocks. Nitrogen is a colourless, odourless tasteless and most commonly a diatomic non metal gas, it actually makes up 78% of the Earth’s atmosphere. Not only is it over three quarters of our atmosphere but it is a part of all living tissues and is an essential part of life as it is part of DNA and therefore important in the genetic code and the evolution of life. The nitrogen cycle (figure below) is an essential part of existence on earth. Nitrogen cycle. Figure 1 . Schematic diagram of the Nitrogen cycle.[ Petrucci, et al (2002). (8th ed., pp. 887–889). Prentice Hall.] There are 9 stages of the nitrogen cycle, there is no start point the nitrogen cycle is a complex, continous and simultaneous system. Nitrogen fixation: this is a chemical processes by which atmospheric nitrogen is transformed into organic compoundsby microorganisms. N2 à ¯Ã†â€™Ã‚   NH4+ à ¯Ã†â€™Ã‚   N-org Ammonification: this process is a conversion of organic nitrogen to ammonium by bacteria. N-org à ¯Ã†â€™Ã‚   NH4+ Nitrification: this is a process by which a nitro group is substituted for another group in organic compound. NH4+ à ¯Ã†â€™Ã‚   NO2 à ¯Ã†â€™Ã‚   NO3 Assimilation: is the conversion of nutriment into a usable form that is incorporated into human tissue and organs after digestion NH4+ à ¯Ã†â€™Ã‚   N-org Dentrification: is a process by which microbacteria breaks down a nitrate to produce N2. NO3 à ¯Ã†â€™Ã‚   NO2 à ¯Ã†â€™Ã‚   NO à ¯Ã†â€™Ã‚   N2O à ¯Ã†â€™Ã‚   N2 Volatilization: in this instance it is when liquid ammonium is transformed into ammonia gas. NH4+ à ¯Ã†â€™Ã‚   NH3 gas Case studies: Nitrogen isotopes in peridotitic diamonds from Fuxian, China: the mantle signature. Nitrogen is of low abundance in the earth’s mantle due to lack of knowledge. But fibrous diamonds are a N rich form and are associated with MORB vesicles these have been tested and give a ÃŽ ´Ã‚ ­15N value of -5†°, the reason for a negative value is due to it being a relative value to the external sources (atmosphere) This has lead people to believe in the heterogeneous accretion model of the earth. In Pierre Cartigny et al experimental procedure they separated diamonds into broad categories, type 1 has no nitrogen and type 2 does not contain any Nitrogen. These abnormalities are linked to diffusion process and might help tell us if diamonds formed in multiple steps. The nitrogen and the ÃŽ ´15N were measured with accuracy  ±2.5% and 0.5% respectively. After IR analysis 25% of the diamonds taken from Pipe 50 were determined as type 2 , and the remainder a mixture of type 1 and 2 diamonds. These ‘mixed diamonds’ are separate platelets compacted together, this zonation of the aggregated states of type 1 and type 2 platelets conform that the octahedrally shaped diamonds growth was over a extended period. 25% of the samples that were analyzed were found to have a lower value of a ÃŽ ´Ã‚ ­15N the in previous works ranging from -12†° to -25†° and the nitrogen concentrations vary from 0 to 1473 ppm. Below figure 2 shows us the ÃŽ ´ 15N histogram which show us fibrous diamonds from all over the World and the octahedrally shaped diamonds from pipe 50, the result as can be seen is that they are based around the same value ( -7†° and -5†°). These results are coincidently similar to the ÃŽ ´13C; this shows us that the fractionation of stable nitrogen isotopes during non fibrous diamond growth is unlikely. The growth of octahedral shaped diamonds should be seen as a large open system with limited supply of volatiles and periods of time in which resorption can occur. Geochemical evidence shows fibrous and peridotitic diamonds originate from similar sources, believed to be the convecting asthenosphere with values of ÃŽ ´Ã‚ ­15N being -5  ± 2 and -4.5  ±1†° respectively. If we wanted to strengthen this argument we would have to look at Diamonds that are found in the lower mantle. These diamonds would originate from a less degassed mantle, this would mean that there wou ld be little to no nitrogen present. If the nitrogen content is controlled by rate of growth rather than the carbon nitrogen ratio of the fluid, this means that there will be little or no correlation between N and ÃŽ ´Ã‚ ­15N, and even less between ÃŽ ´13C and nitrogen which is present in this case. [ Geà ¢ochimie, et al. (1997). Terra Nova, 9(4), 175–179.] Figure 2. histogram comparing ÃŽ ´15N values of diamonds from pipe 50 kimberlites and previously analysed fibrous diamonds.[ Geà ¢ochimie, et al. (1997). Terra Nova, 9(4), 175–179.] Concentrations and isotope ratios of carbon, nitrogen and sulphur in the ocean floor basalts. The concentration of stable isotope ratios in fresh basalts on the sea floor provides us with information on abundance and isotope ratio of volatile elements in the upper mantle and crust. Samples were taken from less than 10mm from billow basalt ridges and then other samples were taken from the inner portions of the pillows where the groundmass ranges from glassy to crypto-crystalline. The isotropic ratios ÃŽ ´ was atmospheric nitrogen and the uncertainties was  ±1†°. The contents and the ratio of nitrogen present in the ocean floor basalts range from 0.3 – 2.8 ppm and from -0.4†° – 0.8†°. The nitrogen that was attained was of one order of magnitude bigger than the blank nitrogen cycle. This said but the uncertainties in the experiment were rather large  ±1†°, this is due to the small sample sizes. This said, the discrepancy of the isotope ratios should not be taken to be significant but the uniformity of the isotropic ratio and their similarity to the N2 ­ in the air should be emphasized. Nitrogen’s most common form in igneous rocks is in the form of N2 ­ and ammonia. When nitrogen vapour is in contact with magma it would most likely exist as N2, but if it is in the magma it will most likely be in the form of ammonia. The nitrogen in the magma itself will most likely escape as N2 from ascending magma and decreasing confining pressure and will act as a alkaline cation when undergoing fractional crystallization and therefore will be more evolved in a more evolved magma. As Degassing and fractional crystallization proceed NH+4 is enriched relative to N ­2, and NH3 would become depleted and more enriched in 15N this means that 15N/14N in igneous rocks increases with decreasing nitrogen content. According to Sakai, H et al. The average ÃŽ ´ 15N of magmatic crust, atmosphere and sedimentary rocks are 4.2, 0 and 5.2†° respectively. Therefore the global distributions of nitrogen isotopes have been interpreted as the result of out gassing of magma and fractiona tion between N2 and NH+4. ÃŽ ´15N found in MORB are close to the crustal values and therefore can be said to support the above model. Conclusion: Finally in conclusion we can see the importance of nitrogen not only in the atmosphere and our very being. But we can see that there are uses for the stable isotopes in the continued attempts to try and understand the Earth’s history and origin. Reference list: Gammon, Ebbing. (2005). General Chemistry. (R. Stratton, Ed.) (8th ed., p. 467). New york: Charles Hartford. Geà ¢ochimie, L. De, Physique, I. De, Vii, U. D. P., Cnrs, U. R. A., Cartigny, P., Boyd, S. R., Harris, J. W., et al. (1997). Nitrogen isotopes in peridotitic diamonds from Fuxian , Chinaà ¢Ã¢â€š ¬Ã‚ ¯: the mantle signature. Terra Nova, 9(4), 175–179. Petrucci, Harwood, Herring. (2002). General Chemistry. (J. Challice, Ed.) (8th ed., pp. 887–889). Prentice Hall. Sakai, H., Des Marais, D. J., Ueda, a, Moore, J. G. (1984). Concentrations and isotope ratios of carbon, nitrogen and sulfur in ocean-floor basalts. Geochimica et cosmochimica acta, 48, 2433–41. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/11540821 Sharp, Z(2007), Principles of stable isotopes Geochemistry. Prentice Hall,NJ.

SWOT: The Better Way Company Essay -- gardening, revenue, segmentatio

The Better Way Company started in 1988 in a 3 unit building with 10 employees. This was the brainchild of Dr. Amornthep Deerojanawong who wanted to bring quality products to Thailand consumers at an affordable price. The company started with 10,000,000Baht and its current sales for 2012 were 10,000 million Baht (â€Å"History†, 2014). In addition its current office is a luxurious building site on 30 acres located on Ramkhamhaeng Road in the suburbs of Bangkok boasting â€Å"Future Gardening† by French botanist Mr. Patrick Blanc (â€Å"History†, 2014). The company has quickly grown with its direct selling approach, fast deliver of products and increase branding. The company has combated several issues over the years to gain market share, loyal customer base and an increased sales force. In addition, the company experienced a major setback during the flooding but was able to regroup and reestablish its self very quickly. When the founder died, his son Danai Deerojanawong took over the operation of Better Way with a vision to grow the company into a national brand (â€Å"About Us†, 2014). The company has maintained a competitive edge with its technological warehouse and upgraded technological call center. This system tracks the production, orders and inventory to ensure available of product and accuracy of orders. The Better Way company has received several award and world certifications including GMP-Food and Drug Administration Ministry of public Health Bangkok, Thailand; TUV Cert-ISO 9001:200, GMPH, NOF, R&D, Thailand Best, Thailand Super brand 2004-Gold, Super brand Thailand 2003-2004, Super brand-England-Thailand Choice 2011 and its Fusion HD Powder Foundation on SPF25 received the Cosmetics & Toiletries R&D Award 2011. In addition the c... ...Cited Asean free trade area. (2014, January 8). Retrieved from http://www.asean.org/communities/asean-economic-community/category/asean-free-trade-area-afta-council History. (2014, February 6). Retrieved from http://www.mistine.co.th/en/company/history.php Mistine, (2014, February 7). Retrieved from http://www.mistine.co.th.php About us. (2014, February 6). Retrieved from http://www.mistine.co.th/en/company/about us.php Pongvutitham, A. (2012, January 30). Better way has a big plans for Mistine in asean market. The National. Retrieved from www.nationmultimedia.com/business/Better-way-has-big-plans-for-mistine-in-asean-mark-30174717.html Ferrell, O. C., & Hartline, M. (2011). Marketing strategy. (Fifth ed., pp. ). Mason, OH: South-Western Cengage Learning. Retrieved from https://www.betheluniversityonline.net/mba/SectionFramework.aspx?SectionID=783

Educational Broadcasting Essay

Radio became highly popular in the 1930s in Canada. A heated debate in the parliament helped Prime Minister Mackenzie King to set up a commission to create Canadian broadcasting system. Canada’s first network broadcast was in 1927. King addressed the nation from Parliament Hill. His speech gave indication that radio could be a valuable way for communication. It also deeply influenced his political career. Educational broadcasting was developed both at the federal and provincial level. This was marked by tension between the two jurisdictions. This paper studies the history of educational broadcasting in Canada. In 1927 the University of Alberta’s Department of extension was given the license to operate the radio station CKUA. By 1944 the Department of Telephones purchased and operated the station with the university retaining the license. The university also provided the programming for a fixed number of hours a day. The federal government in 1946 stated that broadcasting would be the responsibility of the government (Samuel, 1975). Educational broadcasts on radio began in 1940 after the Carnegie Foundation donated a grant of five thousand dollars to the B. C Department of Education. Its purpose was to study the use of broadcasting in rural education. A school broadcasting department was created which ran programs for Grades 1 through 8. The CBC provided the crews while the Department of education provided the creative elements of the program. The service offered programs in music, science and history. It was later expanded to include the Western provinces of Canada. Educational radio began in Ontario in 1949. The Announcing and Radio Production course at the Ryerson Institute of Technology was operating the CJRT-FM. The station provided educational services to schools and the public. The license was help up to 1972. The general university budget had the CJRT funded as a special budget (Samuel, 1975). The government recognized the importance of electronic communications in Quebec. A bill regarding radio broadcasting was passed on March 1945. However nothing could be achieved because of a serious dispute between the federal and provincial government. The Department of Education began producing two hour radio programs in Nova Scotia in 1928. This was done in association with Halifax station CHMS. English, French, History, Music and Drama were the subjects discussed in the broadcast. Performers and actors also participated in the program. The programs were intended to support teachers. Formal educational radio programs were broadcast in 1942 by a national advisory council. These educational programs were based on the provincial curricula. They were produced in cooperation with education authorities in the various provinces. These policies reflected the constitutional position regarding the division of powers between the federal and provincial governments. The first experimental educational television broadcasts began in 1954. The CBC was associated with Nova Scotia, Quebec, Ontario, Saskatchewan and Alberta. Television broadcasts were designed to be used by students and teachers. They consisted of instructions and formal educational programs which were linked directly with the provincial curricula. These educational programs were beneficial for the provincial communities. The Metropolitan Educational Association was formed in 1959 to use television broadcasting to serve the educational needs of Toronto. The CBLT in Toronto and CHCH in offered Hamilton Formal university courses. General educational programs like Two For Physics and The Nature of Things were highly popular. CBC television also presented sixty half hours programs each year for in school use. A yearly series of half hour programs called University of the Air was broadcasted each week during the 1960s. Studios were also connected with classrooms and laboratories using closed circuit television (Toogood, 1969). Channel 19 in Toronto was reserved for educational purposes in 1961. An educational television section was established in 1965 by the Ontario Minister of Education. This section was within the Curriculum Branch of the Ministry. There were plans for educational television. Ontario’s department of education applied for a license to open an educational television station. However the federal government refused the license. However a compromise was reached between the CBC and Ontario government. The CBC was allowed to apply to the new regulatory agency for broadcasting license on behalf of the Ontario Department of Education. Audio visual materials were made by Radio Quebec which was an audio visual production house. During the late 1960s it expanded its production to distribution of its materials. The Calgary and Regional Educational Television Association was incorporated in 1967. Closed circuit channels from the Instructional Television Fixed Service Band were used to transmit programs to 25 Calgary locations (Toogood, 1969). Memorial University in Newfoundland is a leading producer and distributor of educational television programs since the 1960s. It has produced programs for closed circuit use on university campuses. It has also produced programs for the university’s education division. It has contributed in using television for distance education and teleconferencing. Educational television programs were designed by the Nova Scotia’s Department of Education to teachers and students. Production facilities have been owned by the CBC. The Department of Education has produced the programs. Video tapes have been developed for provinces. Teachers have also been provided these video tapes for classroom use. Prince Edward Island and New Brunswick have used video tape and film for educational purposes (Toogood, 1969). The 1960s saw a renewed interest in the development of national educational television service. The Canadian Radio-Television Commission was established in 1968. Educational broadcasting came under the jurisdiction of the Commission. The Canadian Educational Broadcasting Agency was established by the introduction of bill C-179. The agency held licenses and operated educational broadcasting facilities. The provincial authorities were responsible for production and programming. The federal government was responsible for transmission of the programs. The bill was withdrawn due to provincial pressure. The Quebec Broadcasting Bureau Act effectively updated an unused 1945 act on Radio Quebec. The act proposed broader powers than the proposed Federal bill C-179. The federal bill was not passed. This ended the phase for the establishment of a national education service. Ontario and Alberta pressured the federal government for the establishment of a provincially owned and operated educational television service. An interim government specified that the CBC would provide educational facilities and provincial educational communications authorities provide the programming. Broadcasting received undertaking under the regulatory power of the CRTC. At least one channel was obliged to make available for educational programming (Twomey, 1978). Provincial educational television was developed by TVOntario and Radio-Quebec in the 1970s. The CBC was awarded a license to act as an agent for the Ontario Ministry of Education by the CRTC. This also led to Channel 19 to become the first UHF channel in Canada. Educational television services used any format and program. Entertaining broadcast schedules were developed by the provincial educational television. This led to them breaking out of the lecture format. There was much criticism and opposition from conventional broadcasters. The right of the provincial authorities to decide what is educational has been upheld by the CRTC (Twomey, 1978). In 1972 the OECA applied for a broadcasting license. The OECA is a crown corporation that reports to the provincial legislature through a minister. The policy is made by the independent Board of Directors appointed by the Lieutenant Governor in Council. There is no direct government involvement in policy or programming decisions. The OECA distributes programs through video tape and their utilization in class rooms. New electronic technologies have been developed and used in marketing and utilization. Services have also been extended since 1973. Programs have also been sent to cable systems. TVOntario has become a popular broadcasting service. It has provided British dram, classic movies, documentaries and talk shows. It has become an appreciated public broadcasting services for Ontario citizens. French language programming has also been a part of the TVO broadcast. A separate service for the French community was initiated during the 1980s. Advertising is not carried on the English and French service. Funding comes from government grants and sale of programs (Twomey, 1978). CJRT-FM also evolved in the 1970s. Ryerson’s funding was changed by the Ministry of Colleges and Universities. There was no allowance for the radio station. There were announcements that the CJRT would cease its operations. However political activity saved the station. In 1973 the CJRT-FM was established as a separate and independent corporation. The CJRT-FM was a private non profit corporation and had its own independent Board of Directors. The station provided some university level courses. However most of its program content was classical and jazz music. Radio Quebec distinguished itself from other television services. It adhered to the concept of educational programming but did not bind itself by any federal definition. Education was part of culture and its main objective was to influence the culture of Quebec. During the 1970s a schedule of television programs was distributed directly into the cable facilities in Quebec City. During this time two UFH television stations were also established. Over the years the use of satellite distribution to transmitters to cable was initiated. Tele-Quebec has tried to reflect the culture of Quebec in the province’s regional aspects. Quebec has its own educational television broadcasting. Program formats are offered without contextualization. The Alberta government announced the setup of an Alberta Educational Communications Corporation in 1972. Two local educational television projects were taken by the corporation. It reported directly to the government. The provincial government was responsible for funding the television service and CKUA radio. ACCESS Network radio broadcasted at least twelve percent of its programming for education. The service has provide mix of music, news and community oriented programs. Programs were mainly formal educational programs designed for classroom use. It also began to act as the purchasing and distributor of audio visual material for the education sector (Foster, 1982) The Saskatchewan Educational Communications Corporation was created in 1974. It became known as the SaskMedia. The corporation provided audio visual and distribution service to the Ministry of Education. The 1980s saw increase success for provincial educational television services. Signal distribution increased the coverage via satellites to cable. Formal and informal educational programs were delivered to cable companies throughout the province by ACCESS Network television. The schedule consisted of English language provincial services. There was a mix of children programs, school programs, British dramas, classic movies and talk. CKUA and CJRT-FM were educational radio services established themselves by mixing classical music, jazz and talk. CKUA enjoyed government funding. The CJRT had to sell advertising and use other sources for revenue generation. Saskatchewan in the 1980s still had no prospects of educational television. However in 1984 the University of Regina delivered credit courses to five centers. This instruction service was expanded in the succeeding years. They were offered by a new agency, Saskatchewan Communications Network. It offered two educational television services. Formal services for closed circuit from the University of Regina and traditional educational services were offered for the general public. The Knowledge Network of the West Communications Authority (KNOW) was established in 1980 by a Cabinet Minute under the Societies Act of British Columbia. This was a public television service. It provided institutional and formal education system. It provided services which were complementary to the system. All programs were supported and developed by educational institutions and the government. Atlantic Canada in the 1980s also saw pressure for the creation of educational television. The CRTC in 1980 called for extension of services to remote communities. The Atlantic Television Network established the ATV-2. This was an alternative service providing satellite for cable television in the Atlantic region. It would broadcast four hours of educational programs on weekdays. It has become a provider of post secondary learning opportunities in the region (Foster, 1982). Manitoba has seen little activity in the development of provincial educational television. The province has used the CBC as the main public broadcasting service. The department of education in Manitoba cooperated with the CBC in providing schools programming. The 1990s was a decade of steady growth for educational television. Direct to home satellites made educational services available to the entire populations. The services were extended to the entire country. Other provincial educational television services like ACCESS, the Knowledge Network and SCN also expanded their educational services in the provinces. TVOntario and Tele-Quebec faced some government cutbacks but this did not impact their educational broadcasting services. The 1990s changed the situation for educational television service in British Columbia. The Open Learning Agency of British Colombia was established. It dedicated its segments to the college, university and school learning. New electronic systems were used to effectively deliver distance learning services throughout the province. The Knowledge Network became part of the Open Learning Agency. It also maintained a connection with the formal courses. Traditional education television evolved with children’s programming, British drama, documentary and talk shows (Rosen, 2002). The SCN in Saskatchewan developed a program schedule which funded and broadcasted locally produced documentaries. This reflected the local character and priorities of the province. These services were distributed by satellite to cable systems across the province. Funding came from yearly government grants. In Atlantic Canada educational services were provided by the ATV-2 network. Various universities in Alberta Canada use formal credit course for broadcast on this service. In Alberta provincial educational television and radio changed in the 1990s. In 1995 a new ACCESS television was introduced. It provided a new programming and business model. The look and style were also modern and youthful. There was a broader range of popular programming. Revenues were generated through the sale of broadcast air time. Educational products and services were also sold. Non commercial pre school programming was broadcasted in the morning. There was also a mix of non commercial ministry programs and US produced drama and movies. Traditional documentaries and magazine shows were also shown in the evening. Programs from the US were also broadcasted (Rosen, 2002). Specialty television in the 1990s was undergoing some rapid extension. Development work for a Canadian national educational television service was begun in 1991. The Canadian Learning Television was established. It was an adult oriented educational service emphasizing lifelong learning. It included two provincial educational broadcasters. Canadian Learning Television is Canada’s only national educational television broadcaster. It was launched in September 1999. It has financed specialty services by cable subscriber fees and commercial advertising. It works with universities and colleges. It also works with provincial educational broadcasters (Rosen, 2002). The twenty first century has seen provincial educational television services, radio services and national educational television performing very well. Despite fears of privatization this has not yet materialized. Radio and Television have become an important part of Canadian life. They have offered entertainment and education for thousands of Canadians. Canada’s educational broadcasting services have provided programming to its varied audiences. There have been feelings of loyalty and connection with these services. The appeal of educational broadcasting has been increasing in Canada. High quality educational programming has been provided which has been instrumental in spreading literacy. It has also helped in providing distance learning services to remote communities. Educational broadcasting has helped in responding to specific provincial needs and realities. Educational broadcasting has come a long way since its genesis. Formal and informal educational services have helped spread knowledge and enlightenment to many communities in Canada. They are an essential part of Canada’s cultural policy.

Homework 6

According to the dependency theory, the high-income, more-developed nations can improve their standard of living only with a period of intensive economic growth and accompanying changes in people’s beliefs, values, and attitudes toward work. False According to social scientists, absolute poverty exists when people may be able to afford basic necessities but are still unable to maintain an average standard of living; it is measured by comparing the actual income against the income earner’s expectations and perceptions. FalseAnalysts using a development framework typically view industrialization and economic development as essential steps that nations must go through in order to reduce poverty and increase life chances for their citizens. True * Of all age groups, persons aged 65 and over are the most likely to be uninsured in the United States. False * * Global stratification refers to the unequal distribution of wealth, power, and prestige on a global basis, resulting i n people having vastly different lifestyles and life chances both within and among the nations of the world.True * * Intragenerational mobility is the social movement experienced by family members from one generation to the next. Intragenerational mobility may be downward as well as upward. False * * Most low-income countries in Africa and South America are core nations that are dependent on peripheral nations for capital, have little or no industrialization, and have uneven patterns of urbanization.False * * According to sociologist Immanuel Wallerstein’s world systems theory, the capitalist world economy is a global system divided into a hierarchy of three major types of nations in which upward or downward mobility is conditioned by the resources and obstacles that characterize the international system. True * * Educational opportunities and life chances are directly linked. Symbolic nteractionists view education as the â€Å"elevator† to social mobility. Improvement s in the educational achievement levels of the poor, people of color, and white women have been cited as evidence that students’ abilities are now more important than their class, race, or gender. False * * Low-income countries are primarily hunting and gathering nations with some industrialization and moderate levels of national and personal income. False * *