Summary of Teaching Philosophy and Objectives Essay -- Philosophy of E

Summary of tenet Philosophy and Objectives My desire to teach is based upon the article of belief that teaching will provide me with achallenging and rewarding career. This is my second college experience as I haveaccomplished a Bachelor of lore degree in Business Administration and pursued jobs in the field of retail management and the banking industry. However, I found those career paths to be lacking in terms of fulfillment. I have come to the realization that I want my lifes work to accomplish more than a numerical salary. Teaching is the profession that will provide the opportunities for me to reach these goals. The philosophical stance that will guide my approach to teaching is idealism. For I believe that the individual is a mankind of Gods own image and has free will. With this established, the process of learning is self-initiated. Plato best described this principle of idealism in his writing entitled simile of the Cave in which he states Whereas, our argument shows that the power and capacity of learning exists in the soul already and that just as the eye was unable to turn away from darkness to light without the whole body, so too the instrument of knowledge can only by the movement of the whole soul be glowering from the world of becoming into that of being, and learn by degrees to endure the sight of being, and of the brightest and best of being, or in other words, of the good. I agree with Platos reasoning that our cre...

Tess of the d’Urbervilles and Perfume: The Story of a Murderer Essay

Control is the sociable construction constituting exercising authority over other beings. It can force many forms, the most prominent of which between Tess of the dUrbervilles and Perfume The Story of a Murderer being physical, psychological, capitalist and patriarchal. Both novels are of the Bildungsroman genre, however whilst Jean-BaptisteGrenouille has a predatory and psychotic personality, this is something to which TessDurbeyfieldis subject without reciprocity until the end of the novel, and it is ultimately thishamartiawhich leads to her oppression.Physical Under the historical influence of Darwins natural selection, Hardy attempts to shine up the physical control that Alec has over Tess through an animalistic comparison. In a reference to the rape of Lucrece, and thus to Tess rape, he states the serpent hisses where the sweet bird sings. This imaging highlights the sly, predatory tendancies of Alec, and diametrically opposes them to Tess delicate predispositions.Later, Hard y impliesthat sheis raped. Feminine tissue, sensitive as gossamer displays Alecs unconscious urges to control such a virgo intacta. The sibilance in this sound out contributes to Alecs presentation as a predator she is also described as blank as snow, a tabula rasa, a form of innocence Alec physically destroys. These factors, along with the traditional norms of wedding days, culminate to create a grotesque parody of a wedding night. Themoons later description as tarnished is symbolic of how Tess has been physically abusedby Alec, although it also exposes a disrupted parallel between the moons 28day pass, and Tess menstrual cycle due to the development and birth of Sorrow.Lucrece, just like Tess is described as if she wer... ... of the works of D.H. Lawrence Study of Thomas Hardy and Other Essays, D. H. Lawrence, page 99, Cambridge University Press,25 Jul 19852 Barrons Book Notes Thomas Hardys Tess of the dUrbervilles, page 114 Douglas Brown Social and Individual Fate in Tess fro m Thomas Hardy, 19613 John Berger, Ways of Seeing, Chapter 1, The social presence of men and women, page 5, 19724 Tess of the dUrbervilles by Thomas Hardy. 123HelpMe.com. 04 Jan 2014 .5 Sin, Society, and the Double Standard, Male and Female Transgressions in Tess of the dUrbervilles, Scott Fowler 6 Twentieth Century Interpretations of Tess of the dUrbervilles, Albert J. LaValley, 19697 Kristen Brady, Tess and Alec Rape or seduction? 19868 Cruel Persuasion Seduction, Temptation and Agency in Hardys Tess, James A. W. Heffernan

Physics of Self Bailing Boats and How I Built One :: physics boat boating ship

The Basic Principle behind a Self Bailing BoatActually the idea is quite simple really, it consists of a floor above the withdraw with open drain plugs in the rear of the boat and above the water line. By this simple method as water comes in to the boat it pull up stakes drain right out of the back. If too much weight is in the boat then water will simply come in done the drain holes. This is no worry to me because I can always just put some plugs in the drain holes when carrying a heavy load. I do the decision to form the aluminum skiff 17ft long and strong enough to hold an outboard motor with a mass of 141kg (approx. mass of 90Hp Mercury).My Boat Dimensions I do the decision to piddle the aluminum skiff 17ft long and strong enough to hold an outboard motor with a mass of 141kg (approx. mass of 90Hp Mercury). Knowing the amount of tangible I would need I then went on to estimate the mass of the boat when finished to be 239kg. I also made the decision to buil d a fuel tank in the front of the boat holding 141kg of gasoline ( 38gal). The design of the boat permits the boat bottom to have an estimated area of duck hunting of 5.55m2 (L= 3.7m W=1.5m). With these measurements in hand I knew I needed a way to determine the height from the bottom of the boat at which I should build my second deck and drain plugs. I got a value from a veteran boat builder but surely there was an equation to dish out me out. Archimedess Principle for Floating ObjectsSo hears the theoryArchimedes principle says that the magnitude of the buoyant speciality always equals the weight of the fluid displaced by the object. This buoyant force always acts upward through the point that was the center of gravity of the displaced fluid. In the case of floating objects the buoyant force is equal to the force of gravity on the object. Knowing that the change in pressure is equal to the Buoyant force per unit area (P = B/A) we see that B = (P)A and P = gH where is th e slow-wittedness of the fluid g is the acceleration due to gravity and H is the height of the fluid displaced.

Richard Wilbur Essay -- Biography

It is true that the poet does not instantly address his neighbors but he does address a great(p) congress of persons who dwell at the back of his mind, a congress of all those who have taught him and whom he has admired that constitute his ideal audience and his better ego (Richard Wilbur, theme Book Foundation). Richard Wilbur spoke this famous quote at his National Book assign speech in 1957. Many of the events in Wilburs liveness transitioned to his acceptance of this award, but he did not know what direction his liveliness was going in at the time. From the events in his primal childhood learning how to compose from his maternal grandfather and great-grandfather, to his after becoming a World War II seasoned and getting a degree from Harvard University, and everything in-between, Richard Wilbur spent the rest of his spiritedness creating a breathtaking assortment of poems which largely connected to his early vivification. Richard Wilburs birth and early life led to his first spark of interest in writing at a young age when he met his grandfather and great-grandfather. He was natural on March 1st, 1921 in New York City, New York (Haralson 759). Richard lived in North Caldwell, New Jersey for the rest of his pastoral childhood with his middle-class family (Gioia). They resided on a large property and they did not have many neighbors (Gioia). He enjoyed wandering off to random places on the property with his brothers, and he enjoyed the nature, which inspired some of his later verse (Gioia).Wilburs maternal grandfather and his great-grandfather were both editors and Wilbur began to benefit a love for journalism stronger than his love for painting like his father (Richard Wilbur, Poetry Foundation). He enjoyed the company of his grandfather and gre... ...people think more about the life in which they live everyday. His poems connected to his life, e.g. the poems about nature in The Beautiful Changes connected to his life on a large property and its connections to his time on the battlefield. Wilbur closed out his National Book Award acceptance speech by utter Writing poetry, then, is an unsociable way of manufacturing a thoroughly social product. Because he must shield his poetry in its creation, the poet, more than other savers, will write without cognition. And because his product is not in great demand, he is plausibly to look on honors and distinctions with the feigned indifference of the wallflower. Yet of course he is pleased when recognition comes for what better proof is there that for some people poetry is still a useful and necessary thing -- like a shoe (Richard Wilbur, National Book Foundation). Richard Wilbur Essay -- BiographyIt is true that the poet does not directly address his neighbors but he does address a great congress of persons who dwell at the back of his mind, a congress of all those who have taught him and whom he has admired that constitute his ideal audience and his better se lf (Richard Wilbur, National Book Foundation). Richard Wilbur spoke this famous quote at his National Book Award speech in 1957. Many of the events in Wilburs life transitioned to his acceptance of this award, but he did not know what direction his life was going in at the time. From the events in his early childhood learning how to write from his maternal grandfather and great-grandfather, to his later becoming a World War II veteran and getting a degree from Harvard University, and everything in-between, Richard Wilbur spent the rest of his life creating a breathtaking assortment of poems which largely connected to his early life. Richard Wilburs birth and early life led to his first spark of interest in writing at a young age when he met his grandfather and great-grandfather. He was born on March 1st, 1921 in New York City, New York (Haralson 759). Richard lived in North Caldwell, New Jersey for the rest of his pastoral childhood with his middle-class family (Gioia). They resided on a large property and they did not have many neighbors (Gioia). He enjoyed wandering off to random places on the property with his brothers, and he enjoyed the nature, which inspired some of his later poetry (Gioia).Wilburs maternal grandfather and his great-grandfather were both editors and Wilbur began to acquire a love for journalism stronger than his love for painting like his father (Richard Wilbur, Poetry Foundation). He enjoyed the company of his grandfather and gre... ...people think more about the life in which they live everyday. His poems connected to his life, e.g. the poems about nature in The Beautiful Changes connected to his life on a large property and its connections to his time on the battlefield. Wilbur closed out his National Book Award acceptance speech by saying Writing poetry, then, is an unsocial way of manufacturing a thoroughly social product. Because he must shield his poetry in its creation, the poet, more than other writers, will write without reco gnition. And because his product is not in great demand, he is likely to look on honors and distinctions with the feigned indifference of the wallflower. Yet of course he is pleased when recognition comes for what better proof is there that for some people poetry is still a useful and necessary thing -- like a shoe (Richard Wilbur, National Book Foundation).

Nicotine as a Means for Weight Control Essay -- Smoking Tobacco Diet P

Nicotine as a Means for Weight Control Tobacco drieth the brain, dimmeth the sight, vitiateth the smell, hurteth the stomach, destroyeth the concoction, disturbeth the humours and spirits, corrupteth the breath, induceth a trembling of the limbs, exsiccateth the windpipe, lungs, and liver, annoyeth the milt, scorcheth the heart, and causeth the blood to be adjusted. Tobias Venner Via pecta ad vitam Longam, 1693 (Fielding, 1992) IntroductionSince roughly the 1950s-60s, smoking has been a target of attack for the scientific community and rightly so. Smoking, as well as other forms of tobacco use, has been proven to be joined with serious health problems and diseases such as lung cancer and emphysema. Research has become so extensive that actual causal and not simply correlational relationships take hold been proven. Yet, smoking remains the number one preventable cause of premature death and disability in theunited States (390,000 death per year.) (gopherflminerva.acc.Virginia70/00/ p ... ubstancetfacts/substance/drucl/tobacco.txt.) So after all the negative evidence of smoking and other uses of tobacco products, why do people insist on continuing? The presence of a substance called nicotine partly answers this question, Nicotine effects in tobacco products are associated with addiction, tolerance, and motivation reasons for use. One motivation little focused on but none the less very important is the use of nicotine as an appetite suppressant. Many people, especially young women, associate nicotine with weight loss and dietary control. Two questions arise Is the conduct that nicotine as a means to control weight grounded in factual evidence, or rather the product of an image portrayed by the tobacco persistence?... ...nce Abuse, 5, 391-400. Richmond RL- Kehoe L-, & Webster IW. Weight change after smoking cessation in general practice. Medical Journal of Australia, 158, 821-2. Schwid SR., Hirvonen MD., & Keesey 13E. (1992). Nicotine effects on body weight a regulatory perspective. American Journal of Clinical Nutrition, 55, 878-84. Seah Mi., Raygada M., & Grunberg NE. (1994). Effects of nicotine on body weight and plasma insulin in fe masculine and male rats. Life Sciences. 55, 925-31. Winders SE., Dykstra T., Coday MC., Amos JC., Wilson MR, & Wilkins DR. Use of phenylpropanolamine to abbreviate nicotine cessation induced weight gain in rats. Psychopharmacology, 108, 501-6. Winders SE., Wilkins DR. 2d, Rushing PA., & Dean JE. (1993) Effects of nicotine cycling on weight loss and regain in male rats. Pharmacology, Biochemistry & Behavior, 46, 209-13.

Nicotine as a Means for Weight Control Essay -- Smoking Tobacco Diet P

Nicotine as a Means for Weight Control Tobacco drieth the brain, dimmeth the sight, vitiateth the smell, hurteth the stomach, destroyeth the concoction, disturbeth the humours and spirits, corrupteth the breath, induceth a trembling of the limbs, exsiccateth the windpipe, lungs, and liver, annoyeth the milt, scorcheth the heart, and causeth the bank line to be adjusted. Tobias Venner Via pecta ad vitam Longam, 1693 (Fielding, 1992) IntroductionSince around the 1950s-60s, smoking has been a target of attack for the scientific community and rightly so. Smoking, as well as some other forms of tobacco use, has been proven to be linked with serious health problems and diseases such as lung cancer and emphysema. Research has become so extensive that actual causative and not simply correlational relationships have been proven. Yet, smoking remains the number one preventable cause of premature expiry and disability in theunited States (390,000 death per year.) (gopherflminerva.acc.Virgin ia70/00/p ... ubstancetfacts/substance/drucl/tobacco.txt.) So after all the negative evidence of smoking and other uses of tobacco products, why do people put forward on continuing? The presence of a substance called nicotine partly answers this question, Nicotine effects in tobacco products are associated with addiction, tolerance, and motivation reasons for use. One motivation less pore on but none the less very important is the use of nicotine as an appetite suppressant. Many people, especially young women, associate nicotine with weightiness want and dietary control. Two questions arise Is the claim that nicotine as a means to control weight grounded in factual evidence, or rather the product of an find out portrayed by the tobacco industry?... ...nce Abuse, 5, 391-400. Richmond RL- Kehoe L-, & Webster IW. Weight change after smoking cessation in general practice. Medical Journal of Australia, 158, 821-2. Schwid SR., Hirvonen MD., & Keesey 13E. (1992). Nicotine effects on body weight a regulatory perspective. American Journal of Clinical Nutrition, 55, 878-84. Seah Mi., Raygada M., & Grunberg NE. (1994). Effects of nicotine on body weight and plasma insulin in egg-producing(prenominal) and male rats. Life Sciences. 55, 925-31. Winders SE., Dykstra T., Coday MC., Amos JC., Wilson MR, & Wilkins DR. Use of phenylpropanolamine to reduce nicotine cessation induced weight gain in rats. Psychopharmacology, 108, 501-6. Winders SE., Wilkins DR. 2d, Rushing PA., & Dean JE. (1993) Effects of nicotine cycling on weight loss and regain in male rats. Pharmacology, Biochemistry & Behavior, 46, 209-13.

50 Shades of Grey Review

This books chief(prenominal) characters consisted of Anastasia Steele, an independent, driven college student, who speaks is telling the story, and Christian fair-haired(a), CEO of Grey Enterprises Holdings and Co, and is portrayed throughout this book in a sense as if he is every girls dream guy. Anastasia is forced to interview Christian Grey for her roommate, Kat, beca usance she had fallen ill. When Mr. Grey meets Anastasia, he is intrigued with her.He then starts to make appearances at her work to buy different items, which come to find out is used finishually for binding and arousal. She is skeptical when he shows up to her hardw ar store because of his status and wealth. He asks her out for coffee scarcely only for him to draw away from her afterwards. She kicks herself for sentiment he would want anything to do with her but he in reality, he withdraws for other reasons than what she had assumed.He sends her a number of really expensive, old school books that she had sai d she wish but didnt feel comfortable keeping them because of how pricey they were. Christian comes over to her apartment and discusses the contract to her, which basically states that she will be his sex knuckle down but will not do physical harm to the point of injury, but she lets him know that she is a virgin. Christian eventually ends up taking Anastasias virginity, but she still says she needs time to think about the contract, and whether or not she is going to sign it.She is open-minded and willing to trying new things, but more importantly, trying to be a part of his world. Due to the fact that she was inexperienced and unfamiliar with what people are sexually involved with, the crazy things she sees as a curse, she is open to try. He doesnt want to show her his world all the way because he feels something different for her. She is not just like any of his other submissive partners, but when she asks for it, she experiences something she cant bare, and then leaves him.Due t o this being the first book in a set of a trilogy, it ends with the reader anticipating more, and with lots more of a story to tell. Overall the book was a good read and touched on some various topics that are discussed in our class. The main topics that were displayed in this book to me were the sexual response cycle, spontaneous vs. planned sex, intimacy, as well as the use of erotica and fantasy. The sexual response cycle is sanely apparent throughout the majority of the sex scenes in the book.Anastasia is clear to document her stages of arousal and climax during her moments with Christian Grey and is often times overwhelmed or diffused by what she is experiencing. He leans down and kisses me, his fingers still moving rhythmically inside me, his thumb circling and pressing. His other hand scoops my hair off my head and holds my head in place. His tongue mirrors the actions of his fingers, claiming me. My legs begin to stiffen as I push against his hand. He gentles his hand, so Im brought back from the brink I come in a flash again and again, falling apart beneath him then Im building again I climax anew, calling out his name. (pg. 195, 196) I likewise noticed the correlation between spontaneous sex and intimacy. It seems that when the sex was planned in this book, there was more intent to have casual sex and firmly influenced with lust. When the sex scenes were spontaneous, the intimacy levels were definitely increased, and often times it seemed as if the sex was more meaningful. Before I know it, hes got both of my hold in his viselike grip above my head, and hes pinning me to the wall using his lips His other hand grabs my hair and yanks down, bringing my face up, and his lips are on mine My tongue tentatively strokes his and joins his in a slow, erotic dance. (pg. 78) The main points of this book focused around the topic of fantasys and the use of erotica. Christian Grey is into dominance and submissive styles of sex, and makes it very appare nt to Anastasia that this is what he enjoys.Since Anastasia was a virgin at the beginning of the story, she was oblivious to how adventurous and creative sex can be. At the touch of leather, I quiver and gasp. He walks around me again, trailing the crop around the middle of my body. On his second circuit, he dead flicks the crop, and it hits me underneath my behind against my sex The shock runs through me, and its the sweetest, strangest, hedonistic feeling My body convulses at the sweet, stinging bite. My nipples harden and elongate from the assault, and I utter loudly, pulling on my leather cuffs. (pg. 323)

The Impact of Industrialisation and Technology on Environment

With the rapid development of economy, people who live in contemporary society certainly own a different bearingspan in terms of contrasting their parents. There is a wide and profound change, especially in the progressive technology, which lead to the world becomes increasingly industrialization. The ever-accelerated developing of acquisition and technology have changed citizens lifestyle and the room they get along with differents. Nevertheless, from another perspective, there are considerable environmental problems arising.One of such problems is pissing contamination, along with the reasons which give in this difficulty and its solutions go out be explained and evaluated as well. There is a quite clearly saying that water supply is the most important source of life and each individual needs it everyday. It is undoubtedly that water exists on the major planet as the most precious natural resource since over 70% of the backgrounds surface is do up of it. People use wate r for many different ship canal, for instance, drinking, bathing, irrigating crops and so on.Everyone cannot survive without the seemingly invaluable water which is made of hydrogen and oxygen water is essential for everything on the planet to grow and prosper. Even though the human beings recognize this fact, they still neglect it by polluting rivers, lakes, and oceans. For a world that is 70% water, things are drying up fast. Only 2. 5% of water is fresh, and only a fraction of that is accessible (Kluger & Dorfman, 2002, p. 6). To the great disappointment, water resources have been in earnest polluted.It is reported that it is hard to find pure and clean water on the Earth now. People are gradually but surely damaging the planet where organisms are dying at a very alarming rate. Some researches have been done to reflect the serious problem, which informed each person that one-half of the worlds population is facing water pollution. There are approximately 250 meg people got sick because of water pollution, and 5 to 10 million died among them. According to the survey results, in the US 40% rivers and 46% lakes are too polluted (2012), Water pollution, last accessed 29 June 2012. 1. trillion gallons of dirty outgoing and waste rubbish are poured into rivers and lakes of US each twelvemonth. Among the numerous polluted rivers, the situation of Asian rivers is the most enormous in the world. Several major rivers of mainland China were tested in the year of 2004, and the result of test reflected that half of them were not suitable for people to drink. The rivers and lakes of Europe were tested as well between the year 2004 and 2005, and the situation is also awful that 10% of them were too polluted to be used. In addition, water pollution entrust not only do vilify to people but also to aquatic animals and plants.As it is getting increasingly serious, nobody on the earth would relax and they are not able to do anything virtually it. The situation which giv es rise to the problem bequeath be analyzed in the followe parts. Point source pollution comes mainly from industrial facilities and municipal effluent treatment plants (Peirce, J. & Weiner, F. & Vesilind, P. 1997, p. 32). Thousands of the factories have been set up in a quite short period of time along with the rapid development of industry, which release poisonous water, gases and other wastes everyday.As a result of chemicals and sewerages are poured directly into rivers and lakes by various factories, the water will become poisonous and its oxygen will be exhausted, which results in many aquatic organisms to die. Most of these wastes that are poured into water are not biodegradable. Therefore, nearly all factories discharge waste into the rivers to different extent, which result in water pollution. In addition, garbage especially plastics and other plastic-like substances is one of the reason that give rise to water pollution as well. Some plastic like nylon will do great har m to fish and other marine animals.As a result of plastic can be broken down into tiny pieces that will be eaten by sea creatures and may easily lead to their death finally. Plastic is also a killer of water pollution because it will relate to kill more fish and plants. Last but not least causes of water pollution relate to personal care and household products. For instance, Shampoo, lotion, bleach, laundry detergent, and other pollutants. Both of above are accelerating the deterioration of water pollution. Consequently, human waste is not the only thing that causes pollution, these above products also join the sewage to befoul the water.In order to improve this bad situation, some measures should be taken. For the sake of leave individuals and their future generations a scenic global environment, it is the obligation of each citizen to play a significant role and participate in environmental conservation. In the first place, everyone should establish an economic sensethat all tro uble makersshould pay for the pollution. The section of presidency can increase the tax, and the collected money will be used to cleaning up pollution. Only everyone has an awareness of protecting the environment can this terrible situation be improved.The solution to this difficulty is the need for a collective consciousness. What is meant by this is that each individual must be aware of the impact he or she has on the world and their unique part to play in this world. Therefore, the public should hold some educational campaigns like acknowledge institute to perk up the consciousness of each individual to protect water. This is a very good and feasible measure to deal with the water pollution. In addition, technology can second to improve the quality of water as well.And clean technologies can product much less pollution. Consequently, government should offer financial support to set up sewage treatment station. It is a good way of returning water to a river without pollution. T he quality of water will be improved greatly owing to these equipments. However, there are also some old technologies, which can not help to deal with sewage. According to this phenomenon, industrialized countries should collaborate with those developing countries closely for the function of the rich countries will not just export old and obsolete technologies.This solution is available as well to improve the awful situation of water pollution. Finally what have to mention is that many rivers have become the home of cans, bottles, glass and plastics because some of people are used to pouring dirty sewage and harmful chemicals into rivers, others throwgarbage into them. According to this phenomenon, citizens should abandon the bad manners and also not to use chemicals. At the same time, farmers should use other ways to kill weeds and bugs. For instance, they can pull weeds by hand.In general, people can protect the precious water in only one way preventing the harmful chemicals from entering water. Based on the above analysis, it would be relatively safe to come to a conclusion that the problem of water pollution will destroy the organisms on the earth to a great extent. Congress has passed regulations to fight with water pollution which informed each individual the fact that water pollution is indeed a serious issue. Everyone has responsibility to protect water and make a better friendly environment.Therefore, each individual should spare no apparent motion to achieve this goal because the government alone cannot deal with the entire problem of water pollution. Bibliography Peirce, J. & Weiner, F. & Vesilind, P (1997) ENVIRONMENTAL POLLUTION and CONTROL, Netherlands Elsevier Science & Technology Books Kluger, J. & Dorfman, A. (2002) The Challenges We Face. (Cover story). Time, 160(9), A6 Student of yarn-dye (2012) Water pollution WWW Available from http//old. jfdaily. com/gb/node2/node9140/node43355/node44009/node44769/userobject1ai1336749. html Accessed 29 /06/2012

Dogs Are Better House Pets Than Cats

Dogs be better pets than gags Yukako Taketani English 122 Instructor Chang March 17, 2013 Dogs are better polarity pets than cats In the world, in that respect are moreover three types of people pursue lovers, cat lovers, and please-no-dogs-or-cats-around-me people. Between the dog and cat lovers, there is always a astronomic debate on the subject which animal is more suited as house pets and has better companionship with humans. According to the article, U. S Pet Ownership Statistics, there are 78. 2 million owned dogs in the United States, while approximately 86. 4 million owned cats (The Humane Society of the united states, 2011).From these facts, the order of magnitude might be already on the cat side. A draw of people may complain that cats are better house pets than dogs because they are wanton to take care of. However, in my opinion, a dogs lifestyle and personality is better fitted for us to live with, and they are great companions. Dogs as protective covering gua rds First of all, dogs target work as security guards. It is known as one of the earliest duties of domestic dogs. They protect the property of its owners, whether that property is land, livestock or his owners home (The Canine information Library, 2011).When there is a sign of a dog picture and a word of watch egress hanging on the neighbors fence, who does not take extra cautions when he or she walks cross the house? If I were a robber, I will not direct a household with a dog, since there is a high probability that the dog will bark every time I walk by. I own a Chihuahua mix dog, who only weights 10 pounds. She never attack or bite people or other dogs outside home. In fact, she is the contour of the dogs who always wags her tail to everybody, and shows her stomach, which is considered one of the submissive behaviors in squeeze outines.I am not expecting her to fend off or fight, if several(prenominal)one breaks into my house. However, she is a barker whenever she hears a dense sound around my house. On the other hand, cats can only meow, which is a lot quieter and less intimidating than dogs bark. Moreover, they are indifferent to new people and oft hide under the bed or table. There are many stories out there that dogs fended off, or protected their owners from robbers. However, I have never comprehend that cats scared away from someone tried to get in the house. From these facts, dogs are much better house pets compared to cats as security guards. For an prompt lifestyleIn addition, dogs promote an active lifestyle to their owners. While cats stay home and do their own things, dogs love to go outside. Dogs need exercise, but so do people. In these days, a lot of people are thought to be lack of exercise, and it is unhealthy both physically and mentally. However, having a dog as a pet will delete out this problem. Jenna Stregowski, a registered veterinary technician, examines that dogs enjoy going on a walk, and we can make them a part of our own exercise routines (Stregowski, 2013). I moderate with her. Some people, including me, cannot work out continuously because our laziness defeats us.For those people, having a dog will improve their lives, and the pets and the owners can be both happy. Some people are known to walk their cat on harness yet, cats do not enjoy the experience. Most of the times, it ends up with an undesirable result. Fetching balls and swimming are dogs favorite(a) exercise. They also can go in cars, hiking, and camping. Even in unfamiliar places, dogs still can adapt themselves into new surrounds well. Conversely, cats require some time in order to accept and adjust to new things. As a veterinary technology student, I can give my own experience as an mannikin that dogs are more adaptable animals than cats.When they are brought to a veterinary hospital, most of the dogs are still wagging their tail and happy. However, the cats are fear to death because of the unfamiliar environment and people, and they sit in a circle and in the very back in the carrier as much as possible. Of course, I have seen some friendly cats at the veterinary hospital yet, most of the cats do not well in new places like dogs can. Having a cat will not improve your life, but dogs can. More Trainable Another argument is that dogs are more trainable in our lives. There are many dogs that can do incredible tricks, and bear in mind to their owners commons.People debate that some cats can be also trainable and do shake hands. They may also question why cats or dogs need to do tricks, such(prenominal) as shaking hands or rolling over, which are not useful for both humans and pets. However, since two completely different living beings overleap time under the same roof, more trainable and obedient dogs are, of course, better for humans. One of the cats feature behavior is climbing. In the article, Pam Bennett, cat behavior expert, states that the more vertical areas available to your cat, the more it increas es her territory (Bennett, 2013).They climb on the table, kitchen, computer, or basically anywhere they can, and it is not acceptable. Especially, when the kitchen is full of food and the stove and knives used, it is not only about sanitation, but also danger for both owners and the cat. Training cats on not climbing is difficult because it is their instincts. There are many undesirable cat behaviors that cats have but dogs do not, such as scratching furniture or carpets and playing in closets, where you keep expensive clothes. In spite of these, you do not need to concern about these problems with dogs.I am not saying that dogs are not naughty. They can also climb on the table, and chew your clothes. However, you can easily discipline them, because they have the pack behavior and social hierarchy system that you can take advantage of by playing yourself at the covering fire (All Dogs GYM & INN, 2011). By shaking it by the scruff of the neck as a punishment, you can correct undesir able behavior and also teach your dog that you are dominant. With a cat, this way of punishing is not useful, or just makes her fear to you. They are more difficult than dogs. Conclusion Dogs are easier to live with.Whether venial breeds or large breeds, they can alert and protect their owners houses and owners from strangers. Because dogs like outside activities and can easily adjust themselves in a new environment, People can take them anywhere and have a good work out together. Dogs have an undesirable behavior as well as cats yet, they are flaccid to discipline. Thinking about these facts, dogs are better pets than cats for us. Work Cited All Dogs GYM & INN (2011). Dogs social hierarchy & pack behavior. Retrieved on March 17, 2013 from http//www. alldogsgym. com/content/ depend/106/138/ Bennet, P (2013). Why your cat need to climb.Retrieved on March 17, 2013 from http//www. catbehaviorassociates. com/why-your-cat-needs-to-climb/ Stregowski, J (2013). 10 reasons dogs are better than cats. Retrieved on March 19, 2013 from http//dogs. about. com/od/funphotos/ss/Ten-Reasons-Dogs-Are-Better-Than-Cats_10. htm The Canine Information Library (2011). Guard dogs. Retrieved on March 17, 2013 from http//guarddogs. bulldoginformation. com/ The Humane Society of the United States (2011). U. S. pet ownership statistics. Retrieved on March 17, 2013 from http//www. humanesociety. org/issues/pet_overpopulation/facts/pet_ownership_statistics. html

Photoshop Cs5

ADOBE PHOTOSHOP CS5 2010/5/5 2010 adobe Systems Incorporated and its licensors. All rights reserved. Using adobe brick Photoshop CS5 for Windows and macintosh OS This user guide is protected under copyright law, furnished for informational use only, is subject to change without notice, and should not be construed as a cargo by adobe Systems Incorporated. adobe brick Systems Incorporated assumes no responsibility or liability for any errors or inaccuracies that may appear in the informational content contained in this guide.This user guide is license for use under the ground of the Creative Commons Attribution Non-Commercial 3. 0 License. This License allows users to copy, distribute, and transmit the user guide for non-profit-making purposes only so long as (1) proper attribution to Adobe is given as the owner of the user guide and (2) any reuse or distribution of the user guide contains a notice that use of the user guide is governed by these terms. The best way to provide n otice is to include the side by side(p) link. To view a copy of this license, visit http//creativecommons. org/licenses/by-nc-sa/3. / Adobe, the Adobe logo, Adobe Garamond, Adobe Premiere, AdobePS, Acrobat, Acrobat Capture, After Effects, Caflisch Script, Creative Suite, Distiller, Dreamweaver, Fireworks, Flash, FrameMaker, GoLive, Illustrator, ImageReady, InCopy, InDesign, Lightroom, PageMaker, Photomerge, Photoshop, PostScript, Streamline, and Version Cue are either registered trademarks or trademarks of Adobe Systems Incorporated in the United States and/or otherwise countries. Microsoft, OpenType, Windows, and Windows Vista are either registered trademarks or trademarks of Microsoft Corporation in the United States and/or other countries. apple, mac, Macintosh, and Mac OS are trademarks of Apple Inc. , registered in the U. S. and other countries. IBM and OS/2 are trademarks of International Business Machines Corporation in the United States, other countries, or both. Java is a trademark or registered trademark of Sun Microsystems, Inc. in the United States and other countries. Intel is a trademark or registered trademark of Intel Corporation in the U. S. and other countries. Helvetica is a registered trademark of trademark of Heidelberger Druckmaschinen AG exclusively licensed through Linotype Library GmbH, and may be registered in certain jurisdictions.All other trademarks are the property of their respective owners. Updated Information/Additional Third Party Code Information available at http//www. adobe. com/go/thirdparty. The Spelling portion of this point of intersection is based on Proximity Linguistic Technology. The Proximity Hyphenation System 1989 All rights reserved Proximity Technology, Inc. Proximity and Linguibase are registered trademarks of Proximity Technology Inc. This intersection includes software developed by the Apache Software Foundation (www. apache. org). This product contains either BSAFE and/or TIPEM software by RSA info Se curity, Inc.This product includes cryptographic software compose by Eric Young (emailprotected com). This software is based in part on the work of the Independent JPEG Group. PANTONE Colors displayed in the software application or in the user documentation may not match PANTONE-identified standards. Consult current PANTONE Color Publications for accurate subterfuge. PANTONE and other Pantone, Inc. trademarks are the property of Pantone, Inc. Pantone, Inc. , 2006. Pantone, Inc. is the copyright owner of color data and/or software which are licensed to Adobe Systems Incorporated to distribute for use only in combination with Adobe Photoshop.PANTONE Color Data and/or Software shall not be copied onto another disk or into memory unless as part of the execution of Adobe Photoshop. This Program was written with MacApp 1985-1988 Apple Computer, Inc. APPLE COMPUTER, INC. MAKES NO WARRANTIES WHATSOEVER, EITHER EXPRESS OR IMPLIED, REGARDING THIS PRODUCT, INCLUDING WARRANTIES WITH RESPECT T O ITS MERCHANTABILITY OR ITS FITNESS FOR ANY PARTICULAR PURPOSE. The MacApp software is proprietary to Apple Computer, Inc. and is licensed to Adobe for distribution only for use in combination with Adobe Photoshop.Portions contributed by Focoltone Color Matching System. Portions contributed by Dainippon Ink and Chemicals, Inc. Flash video compression and decompressing is powered by On2 TrueMotion video technology. 1992-2005 On2 Technologies, Inc. All Rights Reserved. http//www. on2. com. Portions contributed by Nellymoser, Inc. (www. nellymoser. com). Sorenson Spark video compression and decompression technology licensed from Sorenson Media, Inc. MPEG Layer-3 audio compression technology licensed by Fraunhofer IIS and THOMSON multimedia. (http//www. iis. fhg. de/amm/) AdobeSystems Incorporated, 345 Park Avenue, San Jose, California 95110, USA. Notice to U. S. Government End Users The Software and Documentation are Commercial Items, as that term is defined at 48 C. F. R. 2. 101, co nsisting of Commercial Computer Software and Commercial Computer Software Documentation, as such terms are used in 48 C. F. R. 12. 212 or 48 C. F. R. 227. 7202, as applicable. Consistent with 48 C. F. R. 12. 212 or 48 C. F. R. 227. 7202-1 through 227. 7202-4, as applicable, the Commercial Computer Software and Commercial Computer Software Documentation are being licensed to U. S.Government end users (a) only as Commercial Items and (b) with only those rights as are granted to all other end users pursuant to the terms and conditions herein. Unpublished-rights reserved under the copyright laws of the United States. Adobe agrees to comply with all applicable equal opportunity laws including, if appropriate, the provisions of Executive Order 11246, as amended, portion 402 of the Vietnam Era Veterans Readjustment Assistance Act of 1974 (38 USC 4212), and Section 503 of the Rehabilitation Act of 1973, as amended, and the regulations at 41 CFR Parts 60-1 through 60-60, 60-250, and 60-741. The affirmative action article and regulations contained in the preceding sentence shall be incorporated by reference. 2010/5/5 iii 1 2 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Adobe 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Kuler 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 2010/5/5 PHOTOSHOP CS5 iv . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . one hundred fifty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Photomerge 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 2010/5/5 PHOTOSHOP CS5 v . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351 PDF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371 Digimarc Photoshop 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391 15 Web Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Photoshop Photoshop Web 2010/5/5 PHOTOSHOP CS5 vi 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410 (Photoshop Extended) (Photoshop Extended) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415 Photoshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420 (Photoshop Extended) (Photoshop Extended) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424 (Photoshop Extended) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438 17 3D 3D 3D Photoshop Extended . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 458 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463 (Photoshop Extended) 3D (Photoshop Extended) 3D 18 (Photoshop Extended) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 473 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 476 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483 (Photoshop Extended) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469 DICOM (Photoshop Extended) (Photoshop Extended) Photoshop MATLAB (Photoshop Extended) (Photoshop Extended) 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 487 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 494 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 498 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 498 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 504 Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 508 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 515 TWAIN 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 516 2010/5/5 1 1 8 185 274 132 HDR Pro 61 HDR 109 HDR HDR HDR 249 259 150 138 3D 2D 3D 3D (Photoshop Extended) 448 3D Adobe Ray Tracer (Photoshop Extended) 3D 463 3D (Photoshop Extended) 452 3D CS Review CS Review Adobe Bridge CS5 Adobe Bridge Mini Bridge RAW ISO Camera fond Web Mini Bridge Photoshop Camera Raw 2010/5/5 PHOTOSHOP CS5 2 Windows Mac OS 127 136 269 129 223 205 188 379 GPU 64 Mac OS 124 79 64 Windows 10% 43 2010/5/5 3 2 Adobe Creative Suite 5 A B C D E G F H A. 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The Global Flow of Silver

The flow of silver affected the world through the mid 16th & early 18th coke in many ways. When countries had more silver, there was less bartering & more slavery. People traded less because they could just buy what they needed. Economically, more power was given to countries with more bullion which is called Mercantilism. records 3 & 5 are reflecting on social change and how silver altered the way the Chinese lived. In memorial 1, it talks close the frugal man will always have something left but the extravagant man never has enough, this is showing how wealth makes people greedy & the government try to maintain order by putting limits on wedding expenses.The point of view of this document is of a county official during the Ming dynasty who is under the Confucius value of frugality, making the document sloped because he was against the capitalistic values of the extravagant man. Document 3 talks about how the elders of a specific district explain why the monetary value of foo d is cheap because the scarcity of silver because the national government isnt distributing silver back to society, but makes it part of tax. I believe that this is biased because he was a court official and this relates to problems within his own community.Document 2 & 4 is about the effect of silver in Spain. Document 2 states that proud prices of Asian goods ruined Spain economically, meaning Spain would need more silver to pay for them. Document 4 says that since Spain needed more silver, they traded their goods such as perfume, gold, porcelain and white silk to Japan. Document 7 is about how they usually trade good for good but with foreigners its good for silver because they would sell it for more than its actually worth. Document 7 was biased because He Qiaoyuan was a Ming Dynasty court official & he didnt want to ban foreign trade, so he was defending it saying that they could make more from it.Documents 6 & 8 are about social effects. Document talks about how hard they hav e to work to excavate silver. Document 8 is about how they were replaced in the space trade by the Dutch and they had to trade dyed cotton cloth, silks, drugs, cotton yarn and wool. Document 6 is biased because Antonio Vazquez de Espinosa was a Spanish priest and he didnt work in the fields to excavate silver, so he really didnt have 1st hand fellowship of that.Silver changed countries socially and economically. It had major effects in Spain and because of mercantilism they had to trade goods for silver. Economically, they needed more silver and they had to cut down prices and demoralise more goods to get more silver.

Outcomes and Evalustion of Community Health Project

Outcomes and Evaluation of Community Health Project It is important to evaluate either public health architectural plan to determine its contribution and health impact on the nation it was designed to dish up, in addition to its sustainability. Processes should be established during the fount of the program to establish a baseline, and methods of gathering data, which would be practiced for this evaluation. The RE-AIM evaluation model was chosen to guide the process of evaluating the Ameri derriere Indian Diabetes Program (AIDP). This idea examines how the AIDP programs methods and results will be measured and evaluated to ensure the best possible outcomes.Elements of the Evaluation Model The RE-AIM model is specifically well suited for evaluating the universe of discourse based-impact of large public health programs. It contends that some more effective, expensive, programs that conduct trials using a upliftedly motivated population, argon usually not generalizable to the real world. It is pet for a program to have a more realistic efficacy goal, r apiece more people, and achieve a larger adoption by communities and polity makers, a program that is implemented as intended, and results in behavioral change that is maintained over the long term (Glasgow, Vogt, & Boles, 1999).The name RE-AIM is an acronym that stands for reach, efficacy, adoption, instruction execution, and maintenance. The five RE-AIM dimensions are each given a 0 to 1 (or 0% to 100%) score during program evaluation (Glasgow et al. , 1999). It is suggested that the programs implementation be evaluated over a period of at least 6 months to a year, and 2 years or longer for the maintenance portion of the program (Glasgow et al, 1999). This model is appropriate to use as a framework for evaluating the AIDP because it works well with programs that seek to reach large numbers of people.In the AIDP we will be attempting to screen the entire prominent Indian reservation population for di abetes or pre-diabetes. The model also works well with programs that require more than one intervention. This program offers both preventative and illness management interventions. We will be evaluating the marketing, screening, and the education process of the diabetes prevention side of the program by taking an initial census of the reservation adult population (age 18 and older), and comparing that number with those who participate in the screening and attend educational classes.This will demonstrate the programs reach. Screening for type 2 diabetes in high risk populations is widely recommended because epidemiological studies have shown evidence to suggest that 30% to 50% of all diabetics are undiagnosed (Goyder, Wild, Fischbacher, Carlisle, & Peters, 2008, p. 370). This could be especially true for the American Indian. We will also be doing further tests on those who have been shown to be pre-diabetics and diabetics. Both groups plus family members will go through diabetes edu cation courses.Those with pre-diabetes would be rechecked each six months the first year and any six months in following years, with tele ring follow-up on regimen changes and enjoyment progress in between. both data would be recorded for future evaluation. The diabetics would be seen every quarter and all test results, patient accord to diabetes management practices, along with physical improvement or complications would be utilized for evaluation via record review. It would be necessary to obtain patient consent prior to their participation in the program.Measurable Objectives There are four main objectives this program would be seeking to achieve behavioral changes, early(a) diabetes detection, improved communication, and better monitor in disease management. The expected early detection of pre-diabetes and new cases of diabetes would be high, perhaps 14. 2% or higher during the initial adult population screening, since diabetes among American Indians is more than twice th at of white Americans which by comparison is 7. 1% (CDC, 2011).Behavioral changes would be measured at all levels of the program. After a baseline behavior survey was taken, at six months and a year, population behavior changes would be measured by telephone surveys. Those with pre-diabetes would come in for weight checks every three months, after receiving the healthy diet and exertion education and weight loss counseling if necessary. Any weight improvements based on each individuals ideal weight for height and gender, as well as their 6 month fasting relationship glucose results, along with patients description of iet and exercise routine which would be scored from 1 to 5 with 5 being best, this should indicate behavioral change. These changes would be tracked and averaged to determine the overall result. Because the American Indian population is so far behind in healthy behaviors than the rest of the population, there needs to be a 20% improvement in lifestyle changes. Behavio r changes are especially necessary in people who have been diagnosed with diabetes. After attending the diabetes disease management training, patients would be monitored for following the guidelines.They would be expected to take their medication as directed, check their blood sugar twice a day a couple hours after meals and sometimes more is uncontrolled, follow the diabetic diet and exercise plan, and keep their quarterly appointments. Many diabetic patients do not follow doctor recommendations. We would do follow-up calls, home visits, and one on one teaching for patients and family members if behavior compliance is weak. Based on showing up for follow-up appointments, fasting blood glucose levels, HgA1c level, and weight change, all of which can be tracked and averaged, behavior change can be measured.We also intend to institute better monitoring in the disease management portion of the program. Weight would be measured at every appointment. Family members would be encouraged to attend appointments with their diabetic relative to lend support. Fasting blood glucose would be drawn as well as HgA1c which more accurately depicts the level the diabetes is controlled. The HgA1c should be less than 7 and is even better if it is less than 6. An annual dilated eye exam would be done, and blood pressure along with instauration examinations would be performed at every appointment.We would actually be monitoring the consistency in which these tests would be performed by staff. The information would be found by reviewing the data in patient records. We expect 90% compliance, understanding that wheelchair status might make weights unobtainable. Finally, the last objective to be monitored is communication. Communication is vital to achieving success in every former(a) aspect of the program. Communication incorporates educating the patient, family, community, tribal leaders, and politicians in Washington.Except for the nurse/ patient relationship and new patient teachin g which are ongoing, closely of the community, family, and political communication should be completed during the first year. Communication with community, family and patient would be through marketing, local television, community education, school curriculum, flyers and diabetes fair, as well as one on one patient teaching. The communication could be measured by evaluating the level of understanding of the listeners, through phone surveys and an outcomes evaluation.The majority (55% or greater) of the phone surveys should demonstrate an understanding of the information communicated in the media campaign and patient teaching sessions. Communication with tribal leaders would be measured by the leaders cooperation with the programs objectives and methods. It is important when communicating to listen as well as speak. The best results are derived when a discussion method is used quite of using a telling approach. A patient satisfaction survey would be used to gauge the communication techniques in the nurse/patient relationship.Reasons for elect Outcomes The first objective of early detection was chosen because Healthy People 2020 recommends this objective, since many people with diabetes go undiagnosed. There is very little we can do to help people until they are diagnosed. It is reasonable to expect an outcome of 14. 2% newly diagnosed diabetics during the first screening, as that is the current rate of diabetes in the American Indian population. The first years screening will detect many undiagnosed diabetics and will usher them into to treatment.Behavioral change was listed because for any therapeutic or preventive regimen to be effective, the patient must implement the self- armorial bearing behaviors and adhere to the treatment regimen (Evangelista & Shinnick, 2008, p. 250). It is vital that diabetics and pre-diabetics adhere to a healthy diet and exercise regimen in order to optimize glycemic control, reduce risk of complications, and loose weight (Eilat- Adar et al. , 2008). Unfortunately, according to Eilat-Adar (2008), most American Indians show a low bail bond to dietary recommendations.Much of the AIDP efforts would be put into teaching and motivating the American Indian to follow the recommended guidelines. We will be aiming for a 20% improvement in lifestyle change over the first year. The bar was set high, 90% when it came to adhering to the guidelines set out for monitoring patients in the clinic. These guidelines would be implemented at the approach of the program. Professional staff should understand the importance of performing these tests, so more is expected of them. Communication is an objective that is key to success in every other aspect of the program.In order to achieve adherence to behavior changes, the patient must understand why it is important, and how to make those changes. Because communication is initiated by the health care group and people involved with the marketing of the health care information, the e xpectations are high. A realistic expectation that 55% of the general population would understand and think the information presented. The number of diagnosed diabetics who receive a formal diabetic education would be set at 62. % because that is the target for the (Healthy People 2020, 2008) diabetic education. Overcoming Negative Outcomes A possible negative outcome could result if the American Indian fails to adhere to the behavior changes necessary to gain control over their blood sugar and gum olibanum prevent the serious complications associated with the disease. Nurses can help patients and families cope with diabetes and give them hope of a high quality of life if they follow the doctors recommendations with their diet and exercise.They can talk to the patient and family about possible difficulties in changing their style of eating and increasing exercise and work with them to find solutions. They can help them discover attainable ways to live healthy. If people understand how important it is to change behaviors, they will at least try to do so. Sustainability There are three main elements necessary for this program to be able to be sustainable over time funding, meeting the programs objectives and the ability to adapt as wad change.We would initially apply for grants that would fund this study for three years. During those three years, it is important that we be able to show that the four objectives (early detection of diabetes, behavior changes, better monitoring, and communication) were met and could run to help the American Indian manage their disease thus decreasing the complications associated with diabetes, and help lower the populations risk of acquiring this disease.Our strategy is unequaled in that we are harnessing the valuable effect of family and community support to help diabetics and pre-diabetics effect behavioral change in eating and exercise. No other program has attempted this method of behavior modification with the American In dian. It is believed that with success in meeting the objectives of this project continued funding would follow. It is understood that over time it may be necessary to change and adapt our methods to ensure continued intensity level.Summary This paper describes the evaluation model that would be used and why it was chosen. The RE-AIM model addresses the reach, efficacy, adoption, implementation and maintenance of the program. The programs objectives were restated along with their measurable desired or expected outcomes. The American Indian Diabetes Program (AIDP), has four stated objectives early diabetes detection, behavior changes, better monitoring in disease management, and improved communication. The measurable outcomes were explained and supportive evidence given.A possible negative outcome was given, listing lack of adhering to necessary behavior changes. though this is a possibility and some patients will be noncompliant, it is believed with further education and follow-up we can help them achieve better self-management. Sustainability will be achieved by meeting the objectives previously laid out in this paper. This will show the value of the program and encourage future funding. If necessary to ensure continued effectiveness of the program, AIDP is capable of adapting its methods to new circumstances.

The Case for Multicultural Education

The Case for multicultural Education Venica Blythe Diversity and Achievement EDU507. 90 Prof. Joseph Paige The Case for Multicultural Education Who am I? I am a Female, I am Black, I am Jamaican, and I speak Patois (Jamaican dialect). all(prenominal) the things I in force(p) mentioned are just a fraction of who but these corresponding things book been use on numerous occasions to form a stereotype against me. I am also a mother, wife, and an educator. None of the things that I have listed will by itself adequately tell you who I am, but as I stand before you today I want you to understand fully my purpose for cosmos here.My name is Venica Blythe and I am here to promote multicultural study in all our schools curricula. being an educator for well over a decade I have come to realization that at that place is a great need for Multicultural Education (ME) Banks (1994) recommended a multicultural curriculum that would teach minority ethnic groups how to free themselves from psyc hological captivity, stress social action, acquire humanistic dispositions toward all ethnic groups, net power and ethnic identity without being chauvinistic and ethnocentric, and acquire the national identity and skills necessary to come in completely in the society.What is Multicultural Education? Multicultural Education (ME) can be defined as dieing a curriculum that will incorporate all facets of the varied races and cultures that are soak up inside any classroom. Such content will be taught through instruction designed for the cultures of the several contrasting races in an commandmental system. Bennett (2011) estimates that by the year 2020, children of color will exceed forty-five percent of the school-age people in the united Stated (p. 16).It is because of such(prenominal) numbers why policy-makers and administrators can no longer name as if in that respect is no need for educating both the students and the teachers. An ME will help to foster a drop-off of fear a nd ignorance that exists in many races against people from diverse backgrounds. The Need for ME The case for a multicultural education is even greater as American schools continue to become to a greater extent culturally diverse. The aim of a ME is to create equal educational opportunities for all students regardless of their race, ethnicity or culture.This can be achieved in such a way that it reflects diverse groups found in the society, schools and even in the classrooms (Banks, 1995, 1996 Gollnick & Chinn, 1998). Sleeter and Grant (2006), Bennett (1990), Banks (1994), assert that the inclusion of ME in the curriculum of schools creates an atmosphere where racial attitudes and academic achievement are improved. Decades ago, the concept of ME emerged out of the civil rights era in the U. S. But I am here to tell you today that presently, in the twenty-first century the U. S. s not alone in the struggles to build a case for a multicultural education. The European continent, Canad a, Australia, the United Kingdom, and even Japan are just a few of the countries that now have to consider the implementation of ME. The effects of immigration and even natural disasters have resulted in these countries attempting to cope with the transition that now exists in their society. To better prepare our student for the 21st century ME is not only for the particular level, colleges and universities must also play a critical role.A survey done by the Association of American Colleges and Universities (AAC&U), on diversity requirements done in August 2000, involved responses from 543 colleges and universities. In this survey, 62% of the respondents reported all already having a diversity requirement or being the in process of creating one. 83% of those institutions with requirements cover one or more courses addressing diversity in the U. S. , and 65% offer one or more courses addressing diversity outside the U. S. .These numbers are evidence that the issue of ME is being promoted throughout higher education our college graduates MUST learn how to be effective and competitive in the 21st century by know the skills needed to work, live and build positive relationships with people from varying background. Conclusion Take Precious from the same titled 2009 movie, Precious (Daniels, Magness, & Siegel-Magness, 2009) was an overweight, African American, teenage mom struggling to finish high school because of her illiteracy.As I watched the movie I remember thinking that many aspects of it was too crude, but the sad reality is, there are many Precious at the school where I teach. These Preciouss are from Jamaica, Puerto Rico, Dominica Republic, and Haiti just to name a few of the different cultures we work with. As I work with these students I found my self often times forcing them to adapt to the American way, especially since as I was making an driving force to do the same.Today, I say to you go back to your schools, go back to your jobs or even your c ommunities and make an effort to know that student, know that person that you have been avoiding or the student that you seemingly find catchy to deal with and seek to understand what their Sparks are what is it that student loves to do. Multicultural education can help to develop the sparks in all our students it will help them to learn how to embrace the differences that lies within them and others.According to Gabelko and Michaelis (1981) and Lynch (1987), the reduction-of-prejudice dimension of ME is gear toward helping students acquire more democratic values, behaviors, and attitudes. According to the National Association of Secondary School Principals (NASSP 1996), ME should be considered in connection with the schools curriculum, instructional practices, and staffing. In the end, education ought to equip students for the interdependency heart of the 21st century (NASSP, 1996, p. 68). How do you plan to equip yourselves and your students for the 21st century? References Ban ks, J. A. (1994).An Introduction to Multicultural Education. Boston, MA Allyn and Bacon. Banks, J. A. (1995). Multicultural education Historical, development, dimensions, and practice. In J. A. Banks and C. A. McGee-Banks (Eds. ), Handbook of research on multicultural education (pp. 3-24). New York MacMillan. Bennett, C. (2011). all-inclusive Multicultural Education Theory and Practice. (Seventh Edition) Boston Pearson. Bennett, C. I. (1990). Comprehensive Multicultural Education Theory and practice (2nd ed. ). Boston, MA Allyn and Bacon. Daniels, L. , Magness, G. , & Siegel-Magness, Sarah (Producers), & Daniels, L. Director). (2009). Precious Based on the novel Push by Sapphire Motion picture. United States Lionsgate. Gabelko, N. H. , & Michaelis, J. U. (1981). Reducing teen prejudice A handbook. New York, NY Teachers College Press. Gollnick, D. M. and Chinn, P. C. (1998). Multicultural education in a pluralistic society (fifth edition). fastness Saddle River, NJ Prentice Hall. Lynch, J. (1987). Prejudice reduction and the schools. New York, NY Nichols. Sleeter, C. E. , & Grant, C. (2006). Making choices for multicultural education quintuplet approaches to race, class, and gender (5th ed. ). Hoboken, NJ Wiley.

Branded? Fashion Counterfeiting Essay

A lot of leisurely items to date start out been both(prenominal)what remodeled or refashioned into something that is more cost-friendly for consumers. These atomic number 18 counterfeited items, more popularly known as pirated goods, which are vile, as authorities would suggest. However, there are a growing number of consumers for pirated goods, especially in development or under create countries even developed countries perk up their share of consumers of pirated goods. In the fashion industry, most lops (e.g., T-shirts, pants, blouses, etc.) and textiles are apparently being produced in many underdeveloped countriessome underdevelopedas the transnational conglomerates believe that labor is cheaper in these places.These countries, in turn, have benefited from the ending of many multinational conglomerates The clear winners given all of these industry trends are China and India with their long account statement in textiles, Pakistan with its current capacity for textile pro duction (Mead 423). With the production of apparels and textiles shifting from the developed regions like the unite States and Europe to underdeveloped or developing countries, it would be so hard to assume that the occurrence of counterfeiting these products go forth be low.The consumers that could not seem to afford the expensive prices of high-end brands would generally resort to replicas of the same high-end brands. However, all of these multinational apparel-producing industries abhor the existence of pirated versions of their products, bidding for these copycats to be divulged and incarcerated. As a common thing on a global scale, stopping fashion counterfeiting could understanding another economic downturn but its proliferation could lead to sinful job cutting by companies that believe that they are losing money.The overseas production of the various apparels of American and European brands could be the best opportunity for pirates as these products are exposed and minima lly guarded. Usually, people would assume that these pirates run away undergroundsome controlled by syndicates or any organized group.However, it could also be certain that some of these pirates work from inside the textile or apparel factories. After all, it can produce a make better replica of the product. Such acts are despised by the multinational corporations as it breaches trade policies and laws as closely as patent, copyright, and license laws. However, the existence of pirated goods prompts consumers to spend more as these products are considerably cheaper than the seemingly overpriced originals.It is believed that producers of pirated goods work underground under a syndicate or some organized group. However, these pirated goods are sometimes sold out in the open for people to see, as in the case of some developing (e.g. India and China) and underdeveloped (e.g. Philippines and Thailand) nations, and in some developed countriesalthough, seldom do these exchanges happen under the publics watchful eye. The preconceived notion that consumers coming from developed countries abhor the consumption of pirated goods has been proved false.The following is an prototype from an article entitled Consumption of Counterfeit Goods Here Be Pirates? which proves that consumers can also come from developed countries In France, the most common counterfeit products confiscated are shoes, representing 21 per cent of items, followed by clothes and watchesIn Germany, clothes account for 90 per cent of impounded fakes (Wischermann qtd. in Rutter and Bryce 1155). As unbelievable as it may seem, these set can occur even in developed countries like the United States and European nations. However, the consumption of such(prenominal) products should not be regarded as a crime, or such products must not be confiscated from the owner. eventide though it is a pirated good, it was still his or her money that purchased the good. Buying pirated goods does not also necessarily i ndicate out as a support for pirated goods nor does it entail any political ideology like an anti-capitalist execution against the multinational brands and their seemingly overpriced goods.Fashion Counterfeiting is considered a battle between the multinational capitalist companies that commit to make another hundred million or billion in sales and the pirates or syndicates that valued to make money especially during a global economic crisis. It is an epic battle indeed, but which of the deuce started it?The trail from its origin does not seem too far off. Counterfeiting is an old trade that dates back as early as Ancient Rome (Rutter and Bryce 1147). As ancient as it may be, the act has been considered illegal through international trade policies and copyright laws that it seemed to breach. The cause that promoted the pirating of known fashion brands was the decision of these international apparel companies to build more factories overseas for cheap labor.Labor from the developin g and underdeveloped countries attracted these multinational companies because it was cheap this set down the price of labor around the world as firms relocated operations to China (soon, southernmost Asia as well) because labor is cheaper (Mead 419). This move resulted in the rebirth of an age-old illegal practiceonly this time, it cover and affected the fashion industry. Syndicates and other organized group exploited the existence of factories in these areasespecially that they exit under the developing-nation state.Then the process moved onto other parts of the region, usually in places where such prohibiting laws were rarely applied. Thus, the ones at fault were the multinational companies themselves as they gave an opportunity for these pirates to take over their products.However, sometimes, their presence is not a cause for promoting this kind of piracy. The products can be bought by the pirates themselvesusually they do have the moneyfrom legitimate stores and replicate t hese after analyzing the products. After all, fashion counterfeiting is simpler than that of software (music, games, programs, albums, videos) piracy. Whichever the case, the reason behind the existence of such products in the marketplace is its affordability since its original counterparts are way more expensive.The production of these pirated apparels will continue as long as someone would consume them. However, is the piracy of these apparelssome of which people really do needreally a problem, especially with the world experiencing another global economic downturn? What happens to those who cannot afford the legitimate and original apparels? It seems they would have to walk around naked or in shabby clothing, or even resort to adapt their own clothes.