The V-Chip Essays - Parenting, Television Technology, V-chip, Chip

The V-Chip Essays - Parenting, Television Technology, V-chip, Chip The V-Chip On February 8, 1996, President Clinton signed into law the Telecommunications Act of 1996, which dramatically altered the telecommunications industry over the next several years. One of the most controversial sections of the bill was Section 551, titled "Parental Choice in Television Programming," which calls for manufacturers to include a "V-chip" in every new TV set 13 inches or larger. The V-chip is a device that will enable viewers to program their televisions to block out content with a common rating. Proponents of the system say that it will enable parents to protect their children from viewing violent and explicit material. Opponents say it violates the First Amendment rights of the broadcasters, and enforces government censorship on the television industry. Even though the President has already signed the V-chip legislation into law, it remains at the heart of a heated political battle. The strongest objection raised to the V-chip by its opponents is that it violates the First Amendment Rights of the broadcasters. They claim that the government is imposing a system of censorship that will lead to "blander" and "less dramatic" television. Representative Ed Markey (D-Mass.), who spearheaded the drive for the V-chip, argues that there is nothing in the legislation that limits the content of programs. He, and other supporters of the V-chip, say that the broadcasters will still be able to air any programming they wish. They will just have to accompany the programming with a rating that will help identify to parents the content of the programs. He emphasizes that it will be left to the parents to decide which programs they wish to view, not the government. Broadcasters respond by saying that there is simply too large of a volume of programs to rate all of them. As an example, they say that there are fewer than 600 movies that have to be rated each year by the Motion Picture Association of America, while there are over 600,000 hours of cable programming that would have to be rated each year. Supporters of the V-chip say that its purpose is to give parents control over the level of violence and sexual material their children watch on television. Critics, however, claim that the ratings will be too broad. They would not be able to intelligently choose for themselves which shows are acceptable and which are not. Critics argue that many shows such as cartoons and even the news could potentially be classified as "violent" and be blocked. In response to this argument, news and sports programs will be exempt from the ratings requirements. This creates it's own problems, though. It will be difficult for officials to decide what qualifies as "news" or "sports." Tabloid shows such as "Hard Copy", for example, could be labeled as either news or entertainment. Many shows will try to avoid ratings by claiming exemption as either a news or sports show. Another one of the biggest concerns of V-chip opponents is that it would cause broadcasters to lose money since many advertisers would not pay for time in a show that might be blocked from millions of households. This would eventually cause the networks to drop highly rated shows in favor of "blander" fare that will attract more advertiser revenue. Even though the V-chip has been signed into law, there are still tremendous hurdles it must pass before it appears in television sets. The last major hurdle the V-chip has to clear is the battery of legal challenges it is sure to face. Designers are reluctant to devote time and resources to designing a system that may be found unconstitutional by the Supreme Court. Since the court decision is not likely to come until near the deadline for full implementation, however, designers will simply have to gamble their funds that the system will be approved. Both sides agree that the V-chip is bound to have an impact on the type of programming offered. Cable channels are unlikely to change much, since they are not advertiser funded, but network television will be forced to rely on sitcoms and other "inoffensive" programming. While some believe this is a good thing, others worry that viewers will turn to cable channels, and network programming will lose its audience, and therefore its advertiser funding.

AP Chemistry Course and Exam Topics

AP Chemistry Course and Exam Topics This is an outline of the chemistry topics covered by the AP (Advanced Placement) Chemistry course and exam, as described by the College Board. The percentage given after the topic is the approximate percentage of multiple-choice questions on the AP Chemistry Exam about that topic. Structure of Matter (20%)States of Matter (20%)Reactions (35–40%)Descriptive Chemistry (10–15%)Laboratory (5–10%) I. Structure of Matter (20%) Atomic Theory and Atomic Structure Evidence for the atomic theoryAtomic masses; determination by chemical and physical meansAtomic number and mass number; isotopesElectron energy levels: atomic spectra, quantum numbers, atomic orbitalsPeriodic relationships including atomic radii, ionization energies, electron affinities, oxidation states Chemical Bonding Binding forcesa. Types: ionic, covalent, metallic, hydrogen bonding, van der Waals (including London dispersion forces)b. Relationships to states, structure, and properties of matterc. Polarity of bonds, electronegativitiesMolecular modelsa. Lewis structuresb. Valence bond: hybridization of orbitals, resonance, sigma and pi bondsc. VSEPRGeometry of molecules and ions, structural isomerism of simple organic molecules and coordination complexes; dipole moments of molecules; relation of properties to structure Nuclear Chemistry Nuclear equations, half-lives, and radioactivity; chemical applications. II. States of Matter (20%) Gases Laws of ideal gasesa. Equation of state for an ideal gasb. Partial pressuresKinetic-molecular theorya. Interpretation of ideal gas laws on the basis of this theoryb. Avogadros hypothesis and the mole conceptc. Dependence of kinetic energy of molecules on temperatured. Deviations from ideal gas laws Liquids and Solids Liquids and solids from the kinetic-molecular viewpointPhase diagrams of one-component systemsChanges of state, including critical points and triple pointsStructure of solids; lattice energies Solutions Types of solutions and factors affecting solubilityMethods of expressing concentration (The use of normalities is not tested.)Raoults law and colligative properties (nonvolatile solutes); osmosisNon-ideal behavior (qualitative aspects) III. Reactions (35–40%) Reaction Types Acid-base reactions; concepts of Arrhenius, Brà ¶nsted-Lowry, and Lewis; coordination complexes; amphoterismPrecipitation reactionsOxidation-reduction reactionsa. Oxidation numberb. The role of the electron in oxidation-reductionc. Electrochemistry: electrolytic and galvanic cells; Faradays laws; standard half-cell potentials; Nernst equation; prediction of the direction of redox reactions Stoichiometry Ionic and molecular species present in chemical systems: net ionic equationsBalancing of equations including those for redox reactionsMass and volume relations with emphasis on the mole concept, including empirical formulas and limiting reactants Equilibrium Concept of dynamic equilibrium, physical and chemical; Le Chateliers principle; equilibrium constantsQuantitative treatmenta. Equilibrium constants for gaseous reactions: Kp, Kcb. Equilibrium constants for reactions in solution(1) Constants for acids and bases; pK; pH(2) Solubility product constants and their application to precipitation and the dissolution of slightly soluble compounds(3) Common ion effect; buffers; hydrolysis Kinetics Concept of rate of reactionUse of experimental data and graphical analysis to determine reactant order, rate constants, and reaction rate lawsEffect of temperature change on ratesEnergy of activation; the role of catalystsThe relationship between the rate-determining step and a mechanism Thermodynamics State functionsFirst law: change in enthalpy; heat of formation; heat of reaction; Hesss law; heats of vaporization and fusion; calorimetrySecond law: entropy; free energy of formation; free energy of reaction; dependence of change in free energy on enthalpy and entropy changesRelationship of change in free energy to equilibrium constants and electrode potentials IV. Descriptive Chemistry (10–15%) A. Chemical reactivity and products of chemical reactions. B. Relationships in the periodic table: horizontal, vertical, and diagonal with examples from alkali metals, alkaline earth metals, halogens, and the first series of transition elements. C. Introduction to organic chemistry: hydrocarbons and functional groups (structure, nomenclature, chemical properties). Physical and chemical properties of simple organic compounds should also be included as exemplary material for the study of other areas such as bonding, equilibria involving weak acids, kinetics, colligative properties, and stoichiometric determinations of empirical and molecular formulas. V. Laboratory (5–10%) The AP Chemistry Exam includes some questions based on experiences and skills students acquire in the laboratory: making observations of chemical reactions and substances; recording data; calculating and interpreting results based on the quantitative data obtained, and communicating effectively the results of experimental work. AP Chemistry coursework and the AP Chemistry Exam also include working some specific types of chemistry problems. AP Chemistry Calculations When performing chemistry calculations, students will be expected to pay attention to significant figures, precision of measured values, and the use of logarithmic and exponential relationships. Students should be able to determine whether or not a calculation is reasonable. According to the College Board, the following types of chemical calculations may appear on the AP Chemistry Exam: Percentage compositionEmpirical and molecular formulas from experimental dataMolar masses from gas density, freezing-point, and boiling-point measurementsGas laws, including the ideal gas law, Daltons law, and Grahams lawStoichiometric relations using the concept of the mole; titration calculationsMole fractions; molar and molal solutionsFaradays law of electrolysisEquilibrium constants and their applications, including their use for simultaneous equilibriaStandard electrode potentials and their use; Nernst equationThermodynamic and thermochemical calculationsKinetics calculations

The Idea of Realism Essay Example | Topics and Well Written Essays - 1000 words

The Idea of Realism - Essay Example The essay "The Idea of Realism" will examine the idea of realism in the context of modern art. Realism is an artistic movement that was popular in France. In attempting to ‘accurately’ reflect life in all its objective detail, artists taking a Realist approach often worked to find the most ‘common’ people of the fields and villages and depicted them in their most humble and menial tasks. The ideas behind realism can be better understood by comparing the writing of two influential artists of the period, Gustave Courbet and Ferdnand Leger. Gustave Courbet held that â€Å"painting is an essentially concrete art and can only consist in the representation of real and existing things†. The chief technical concern of Courbet seemed to be an abandonment, to some extent, of the ‘rules’ of art in favor of a more natural flow of line and form. By retaining these rough elements of the painting, Courbet felt he was more accurately representing the mom ent and the emotion of the moment during which the piece was created or the scene was witnessed. As he continued to attempt to portray the ‘real’ of life by focusing upon the humble peasantry, he began to identify himself more and more from their perspective. By 1850, his ideas regarding what was real were becoming more defined as he wrote to a friend, â€Å"†¦ in our so very civilized society it is necessary for me to live the life of a savage. I must be free even of governments. The people have my sympathies, I must address myself to them directly†.

Tort Law Essay Example | Topics and Well Written Essays - 3000 words

Tort Law - Essay Example Furthermore, the law of tort does not recognize any type of injury as a foundation of claim. For instance, tort law does not recognize an injury suffered during a football match. The reason behind this is lack of the legal duty on any individual player. Tort classifies duties into two general categories: The duties not to injure ‘full stop’-regarding the commission of activities that the law recognizes as hazardous; and the duties not to injure negligently, recklessly, or intentionally. Strict liability regulates the behaviors observed in the former instance of duties, while fault liability governs the conduct in the later form of duties (Elliot & Quinn 2007). A Brief From: To: Date: CASE 1 Facts Diane owns a garden centre in a rural area. She specializes in the growing and selling orchids, which need to be reared in a extremely warm climate. She constructed a number of greenhouses which are all heated with large storage tanks containing heating oil. Due to internal corr osion of the tanks, the oil escapes and contaminates some vegetables growing on a farm belonging to Juliana, her neighbor. The oil also escapes onto the public highway and Juliana, who is driving along the road at the time, skids and crashes her car. She suffers a cut and a broken arm. Issues 1- What are the elements of the rule in Ryland v Fletcher? Whether there is a possibility that she could sue under this rule or not 2- What type of damage is recoverable under this rule? 3- How is the liability for fire assessed? 4- What are the elements for private nuisance? Does she, as a neighbor, has a possibility of being successful in this course of action? 5- What damages are... The rule of Ryland against Fletcher concerns strict liability. It states that when a person occupying a piece of land uses something on it, which can lead to damage to its escape and keeps it permanently on land, will be responsible for any damage that may arise as a result of the escape. This rule usually includes rescuing many things, such as poisonous vegetation, electricity, couples and even harmful people. It is applicable in the following necessary conditions: first, there must be an exit from the defendant's land to a place outside his occupation. Secondly, the use of land should be normal, taking into account all the circumstances. It does not matter whether a person knows or does not know about the danger at the time when he brings dangerous things to his land and uses them. However, a person is not liable for damage if The damage results from the action of God, that is, actions that can not be prevented by any amount of human foresight or care; If the occurrence occurs as a result of the plaintiff's own fault; And in case of artificial work, supported both in favor of the plaintiff and the defendant. It is extremely important to note that Reyland sued Fletcher because of Fletcher's negligence; He himself was not careless, as he hired competent contractors to build a reservoir. He was not even aware of the mess from the contractors. It was contractors who were careless, not acting immediately, to prevent future losses that might arise as a result of the disorder they discovered.

A Superior Personality Essay Example for Free

A Superior Personality Essay Every person looks up to a model personality. For some, it could be a fictitious hero like Superman, Spiderman, or Wonder Woman. For others, it could be a successful businessman like Bill Gates or the very young Google creators Sergey Brin and Larry Page. Still, others look up to great leaders like Abraham Lincoln and George Washington. These people with superior personality serve as our role models for they have set the standards for success and self-fulfillment. However, being successful is not just measured by the positions we hold in the government, or the amount of money we make annually. Superiority and success are likewise found in the ability to help others live decently, and empower them to realize their goals. While others tread their ways to success in comfortable living, some choose the thorny path where the needy, the poor, and the helpless awaited resurrection. Among those who chose the second path was Jane Addams, the co-founder of the Hull House, and the first American woman who received the Nobel Peace Prize in 1931. In this paper, we shall analyze the superiority in the personality of Jane Addams—her characteristics as a leader and the reasons why she stood above the rest—in relation to the theories of Sigmund Freud, Carl Rogers, Gordon Allport, John Watson, and Otto Rank. Short Biography Jane Addams (1860-1935) was born in Cedarville, Illinois to a family of six children. Her mother died when she was two years old, leaving them with their father who was a local miller, political leader, and later a senator. Her father served as a strong influence in Addams’ life until she grew up. After Addams attended Rockford Female Seminary where she graduated as valedictorian, she wanted to take up medicine but her father feared that this move will lead her not to marry and have her own family. Therefore, to dissuade her thoughts from attending school, he organized a family tour to Europe, thinking that this would make Addams change her mind. However, John Addams died of acute appendicitis while on vacation. This affected the whole family, and in particular, Jane, who after the tour, enrolled in the medical school. She did not find the same vigor that she had before about medical school, and she was hospitalized often when they went back to the U. S. Finally, after her recovery from spine surgery, she was advised to return to Europe where she discovered what she was longing for. Seeing the Toynbee Hall in London’s slum area, Addams started heading towards the direction of fulfilling her life-long mission. After her second visit to Europe, Addams got the inspiration to establish the Hull House in 1889. By 1893, the foundation already served 2,000 persons, offering intervention in the form of schooling, medical care, legal aid, childcare, and the arts. After founding the Hull House, she launched different projects to help the less fortunate and the weak, among them were Immigrants’ Protective League, and the Juvenile Protective Association, among others. Also in 1893, she served as the first woman president of the National Conference of Charities and Corrections. In 1894, she founded the Chicago Federation of Settlements and Neighborhood Centers. Later, she also served as chairwoman of the Labor Committee of the General Federation of Women’s Clubs, and took part in the executive board of the National Labor Commission. Just like anyone, Addams had critics who attacked her for her unyielding support of workers. As such, the Hull House suffered in terms of donations, forcing Addams to render lectures on tour, and write articles to support the foundation. This eventually led to the publication of Twenty Years at Hull House, a book which received great public attention. Afterward, despite her criticized efforts to stop war or America’s participation to it, Hull House was still successful. In 1928, Addams suffered from heart attack, which marked the decline of her health. In 1931, she was hospitalized in Baltimore, the same day she was awarded the Nobel Peace Prize. In 1931, she died of cancer in her own hometown.

Job Requirements of an Addiction Counselor Essay -- Career

The job of an addiction counselor specializing in, but not limiting my choice to substance abuse is the job profession I have chosen. The opportunities for this field are very open in my area of the country and throughout the Unites States. The counselors that work within range of me are very busy, and have little time to offer to a person in training. I was able to arrange an email interview with a particular counselor working at a rehabilitation facility for alcoholics and drug addicts. His job entailed monitoring the day-to-day progress of several people assigned to his case load. These clients were monitored for coping skills, stress levels, emotional stability, and general state of health. These areas were not limited to whether it was personal, romantic, or job related, but covered all aspects of the client’s day. The interview consisted of a brief explanation of each of the five questions and was performed via email. The counselor replied stating that his job duties included; group and individual therapy sessions. Other areas of responsibility were taking notes, treatment planning and management of each case including referrals and all documents. The counselor mentioned the most difficult obstacle was resistance from the client and being able to carry out a treatment plan. He also mentioned there is always the difficulty of emotional detachment. This is also one of the reasons the job is rewarding. The fact that this is a very engaging and challenging job, but there are times it can be sad. With alcoholics and addicts you never know what they will do next, since they can be unpredictable. This can be a fun and interesting profession, and is one that keeps you on your toes. The counselor explained that these are the t... ...lenging and rewarding, and yet sometimes they would bring sadness. One has to be a strong and caring person to work with people who have addictions. In the end, the result would be for the patient to feel better about their self and gain the desire to succeed. Works Cited Kartha, D. (2010). Substance abuse counselor job description. Retrieved December 16, 2010 From http://www.buzzle.com/articles/substance-abuse-counselor-job-description.html Smith, J. (2010). Addiction counselor careers. Retrieved December 16, 2010 from http://www.ehow.com/list_7191834_addiction-counselor-careers.html Thompson, E. L. (2010). The role of substance abuse counselors. Retrieved December 17, 2010 From http://www.ehow.com/about_6630288_role-substance-abuse-counselors.html

Educational Broadcasting Essay

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

Billing Management System C++

Restaurant Billing Management System Based on: Calculation of total bill on the basis of order placed Abhishek Singh, RB6801B39, 10804172 Shivam Grover, RB6801B40, 10801101 Btech-ECE, Lovely Professional University Address sam. [email  protected] com [email  protected] com Submitted to: Mr. Raj Karan Singh Lovely Professional University ACKNOWLEDGEMENT I take this opportunity to express my sincere thanks to all those people, how helped me in completing this project successfully; this work of creation wouldn’t have been possible without their kind help, cooperation and extended support.First and foremost sincere thanks to my project guide Mr. Raj Karan SIngh, for their valuable guidance for completion of this work and also for providing the necessary facilities and support. Also I sincerely thanks to all the faculties and coordinator, whose valuable suggestions, support and motivation provided me, required strength for accomplishment of this term paper. -Shivam Grover, Abhi shek Singh Contents: †¢ Introduction †¢ About the Billing Management System. †¢ Source code Advantages †¢ Programming test †¢ Bibliography INTRODUCTION C++ (pronounced â€Å"See plus plus†) is a statically typed, free-form, multi-paradigm, compiled, general-purpose programming language. It is regarded as a middle-level language, as it comprises a combination of both high-level and low-level language features. [1] It was developed by Bjarne Stroustrup starting in 1979 at Bell Labs as an enhancement to the C programming language and originally named â€Å"C with Classes†.It was renamed to C++ in 1983. C++ is widely used in the software industry, and remains one of the most popular languages ever created. Some of its application domains include systems software, application software, device drivers, embedded software, high-performance server and client applications, and entertainment software such as video games. Several groups provide both free a nd proprietary C++ compiler software, including the GNU Project, Microsoft, Intel, Borland and others.C++ is also used for hardware design, where design is initially described in C++, then analyzed, architecturally constrained, and scheduled to create a register transfer level hardware description language via high-level synthesis. The language began as enhancements to C, first adding classes, then virtual functions, operator overloading, multiple inheritance, templates, and exception handling among other features. After years of development, the C++ programming language standard was ratified in 1998 as ISO/IEC 14882:1998.That standard is still current, but is amended by the 2003 technical corrigendum, ISO/IEC 14882:2003. The next standard version (known informally as C++0x) is in development. About Billing Management System: At time of purchasing items we use bill book for easy billing and for records include the identification of the customer and other relevant information that ar e passed onto the billing system. The billing system also receives records from other carriers (such as a long distance service provider, or a roaming partner).Here in our program, only the authoritarian can operate the software by putting a password. [pic] He then chooses to enter the system or to exit. [pic] Further he can enter the number of customers, followed by the details of each user like: [pic] [pic] Number of items, Name of the particular item, Price and Quantity. [pic] The user is then displayed with a bill of customer 1 with date and time. [pic] Where he has to pay equal or more than the total amount, otherwise he would not accept. pic] The program will further display the change and then a screen with the next customer follows. After when the user is done with the billing and payment, he gets an option either to continue with the further customers or to exit. [pic] If we continue, the user will start again giving the password.Source Code: #include #include #include #inc lude #include #include class bill_book { public: char name[20]; char add[30]; int bill_no,s_no; public: void getdata(int i) { s_no=0; clrscr(); cout

AfricanAmericans in the Civil War essays

AfricanAmericans in the Civil War essays The foundation for black participation in the Civil War began more than a hundred years before the outbreak of the war. Blacks in America had been in bondage since early colonial times. In 1776, when Jefferson proclaimed mankinds inalienable right to life, liberty, and the pursuit of happiness, the institution of slavery had become firmly established in America. Blacks worked in the tobacco fields of Virginia, in the rice fields of South Carolina, and toiled in small farms and shops in the North. Foner and Mahoney report in A House Divided, America in the Age of Lincoln that, In 1776, slaves composed forty percent of the population of the colonies from Maryland south to Georgia, but well below ten percent in the colonies to the North. The invention of the cotton gin by Eli Whitney in 1793 provided a demand for cotton thus increasing the demand for slaves. By the 1800s slavery was an institution throughout the South, an institution in which slaves had few rights, and could be sold or leased by their owners. They lacked any voice in the government and lived a life of hardship. Considering these circumstances, the slave population never abandoned the desire for freedom or the determination to resist control by the slave owners. The slave's reaction to this desire and determination resulted in outright rebellion and individual acts of defiance. However, historians place the strongest reaction in the enlisting of blacks in the war itself. Batty in The Divided Union: The Story of the Great American War, 1861-65, concur with Foner and Mahoney about the importance of outright rebellion in their analysis of the Nat Turner Rebellion, which took place in 1831. This revolt demonstrated that not all slaves were willing to accept this institution of slavery passively. Foner and Mahoney note that the significance of this uprising is found in its aftermat...

Shooter by Walter Dean Myers Teen Book Review

Shooter by Walter Dean Myers Teen Book Review Disturbed by the school shooting at Columbine High School in 1999, Walter Dean Myers decided to research the events of the incident and create a fictionalized story that would carry a powerful message about bullying. Copying the format used by investigators and psychologists to assess the threat of school violence, Myers wrote Shooter as a fictionalized threat analysis report with transcripts of police reports, interviews, medical records, and diary excerpts. Myers format and writing are so authentic that readers will have a hard time believing that the incidents in the book didnt actually occur. The Story On the morning of April 22, 17-year-old Leonard Gray began shooting at students from an upstairs window  at Madison High School. One student was killed. Nine injured. The gunman wrote â€Å"Stop the Violence† in blood on the wall and then proceeded to take his own life. The shooting incident  led to a full-scale analysis on the potential threats of school violence.  Two psychologists, the school superintendent, police officers, an FBI agent, and a medical examiner interviewed and gave reports to help determine what caused Leonard Gray to shoot down his peers. High school students Cameron Porter and Carla Evans knew Leonard Gray and through their interviews reveal details of Leonard’s personal and school life.  We learn that Leonard had a fascination with guns, was overdosing on prescription drugs, and spoke frequently of an enemies list.  The analysis team uncovers that all three students endured constant bullying and came from dysfunctional homes.  All three students were on the outs and kept silent about their own abuse. In the end, Leonard Gray wanted to â€Å"break a hole in the wall of silence† in the most violent way he knew how. The Author Walter Dean Myers knows how to connect with teens, especially teens who are struggling mentally and emotionally. Why? He remembers growing up in the inner city neighborhood of Harlem and getting into trouble. He remembers being teased because of a severe speech impediment. Myers dropped out of school and joined the military at 17, but he knew he could do more with his life. He knew he had a gift for reading and writing and these talents helped him to resist going down a more dangerous and unfulfilling path. Myers stays current with teen struggles and he knows the language of the street. In Shooter his teen characters use street slang that baffles the professionals who are questioning them. Such terms include â€Å"bangers,† â€Å"going dark,† â€Å"on the outs,† and â€Å"sniped.† Myers knows this language because he continues to work in outreach programs with inner city kids from low socioeconomic communities. Another way Myers stays in step with teens is to listen to what they say about his books. Myers often will hire teens to read his manuscripts and give him feedback. In a Scholastic interview, Myers said, â€Å"Sometimes I hire teenagers to read the books. They tell me if they like it, or if they found it boring or interesting. They have very good comments to make. If I go to a school, Ill find teenagers. Sometimes kids write to me and ask me if they can read.†Ã‚   For more about the author,  see reviews of his novels Monster and Fallen Angels. A Powerful Message About Bullying Bullying has changed over the last fifty years. According to Myers, when he was growing up, bullying was something physical. Today, bullying goes beyond physical threats and includes harassment, teasing, and even cyberbullying. The theme of bullying is central to this story. When asked about the message of Shooter, Myers responded, â€Å"I want to send the message that the people who are being bullied are not unique. This is a very common problem that happens in every school. Kids need to recognize and understand that and look for help. I want to say that the people who are doing the shootings and committing the crimes are doing it as a reaction of things that are happening to them.†Ã‚   Overviewand Recommendation Reading Shooter gives the overall impression of  reading a genuine analysis of a shooting incident. The layout of the novel reads as a collection of various reports from a team of professionals who are trying to determine the causes leading to school violence. Clearly, Myers did his research and invested time into studying the types of questions different professionals would ask the teens, and how the teens would respond. One of my favorite  quotes in Shooter occurs when a psychologist asks Cameron if he admired Leonard for what he’d done. Cameron hesitates and then says, â€Å"At first, right after the incident, I didn’t. And I don’t think I admire him now. But the more I think about him, the more I talk about him, the more I understand him. And when you understand somebody that changes your relationship with them.† Cameron understood Leonard’s actions. He didn’t agree with them, but because of his own experience with bullying Leonard’s actions made sense- which is a frightening thought. If everyone who was bullied reacted on their instincts to get revenge, the violence in schools would escalate. Myers doesn’t offer solutions to bullying in this book, but he does put forth reasons for why shooting incidents are occurring. This is not a simple story, but a complicated and disturbing look at the tragedy that can result from bullying. It is a compelling and insightful must-read for teens. Due to the mature themes of this book, Shooter is recommended  for ages 14 and up. (Amistad Press, 2005. ISBN: 9780064472906) Sources Scholastic Interview.â€Å"Walter Dean Myers Biography.†Ã‚  Encyclopedia of World Biography.

Political Potential of Citizen Journalism Essay

Political Potential of Citizen Journalism - Essay Example In such circumstances when reporting from the place affected by crisis becomes valuable and essential, those who earlier were simple observers take roles of journalists with the help of modern technologies. It makes professional journalists face a serious question about the future of their profession as information is becoming more available and easier to generate. A possibility to disseminate news within a click of a mouse is turning the whole process of information production into a tool of political influence and democracy establishment, and historical events in Eastern Europe and in Arab countries can serve as bright examples of the statement.   However, it is necessary to define what the concept of citizen journalism means as it has appeared quite recently and is still shaping. According to Bowman and Willis, citizen journalism is defined as the media content produced by citizens who take an active role in â€Å"collecting, reporting, and analyzing information and news† (2003, 9). Reasonably, it is the Internet that has played a crucial role in emerging citizen journalist phenomenon. Moreover, technological evolution and fast spread of innovations were important for accidental journalism emergence. A great variety of devices that are charged and plugged rapidly and connected to the Internet within seconds permitted almost every citizen to create some content from posts on Facebook to videos on YouTube. It allowed many people sharing their information instantly and also gave a chance to find the right auditory for this information. And the combination of these two factors: instant and relevant content and those wh o consume it was the primary factor in the phenomenon emergence (Bruns, 2005, 1).   The appearance of citizen journalism is closely connected to the introduction of digital culture.