My Responsibilities as Future Media Practitioner

Introduction

Communication changed the lives of many people; and because of the application of various technologies and innovation in communication system, there is no doubt that there is a need for a medium in communication. One of the medium in terms of communication is the media which describes as very influential because it reaches every parts of the world. The continuous evolution of the world makes the media be an essential source of information and entertainment.

What is Media?

Media is entirely refers to communication such as television, radio, newspaper, films and other types, that will transfer information. Media can be also considered as a form of data gathering and storing it, as well. Many people rely in the existence of media and its source of information and in some ways, the media literacy is expecting to affect both genders, adult or young. In the current generation, information can be compressed in a minimum time and broadcasted or hosted different households, and other facilities. The media today is categorized as both entertaining and educational with a fact that it promises accuracy and authenticity.

Challenges

The changes in the environment are the most critical issue and thus the evolution of media is created to accompany the changes. This trend appeared in many countries to increase the competency of the media practitioners. The basic principle in communication is to support the relations in the society along with the effects of globalization and modernization and thus there should be an adjustment. In the journey of adjustments, the improvements are also expected which the practitioners often ignores. The practitioner’s personal growth should be part of their career path and usually the application of technologies and seeking the available opportunities can aid the practitioner’s development (Horton, 2005).

Responsibilities of Media Practitioner

As a practitioner, one must understand that very most principle of media is to deliver the art of literacy. Media literacy is more than just consuming information, it is also the ability of an individual to produce, create and successfully communicate information (Considine, (1995). In that way, the practitioner can be recognized as an effective addressor of the issues or information. Part of the responsibility of the practitioner is to have a responsive way in answering the needs of the society through the ability to access, analyze, evaluate, and communicate information into a variety of format including print and non-print. A practitioner is basically acquired the ability to recognize and comprehend information to the higher order critical thinking skills.

In general, media provides the construction difference relationship between reality and the representations of reality. The media shows a world that is fully selected and carefully assembled to make it seems all but true. The learning here, is to distinguish the things that only the reflection of reality, and that is another part of the practitioners’ responsibilities. Also practitioners enable to conceptualize the audiences as recipients of media messages and mostly, the investigation takes place by exploring the different perceptions and perspectives of the individuals in order to draw the ideas regarding the focus of the report or topic.

Practitioners should relive the principle of media through conveying the messages. If the practitioner successfully investigated the information and delivered it to the people and created influence then, the media itself shows, shapes, reflects and reinforces in reality. Conceptualization is another unique skill of the practitioners which is useful in delivering the information. On the other hand, the media is criticized between the alternative and mainstream media. But because of the learning and experience applied by the practitioners, there is an effective conversation and sharing. As another responsibility of a media practitioner, the assessment of information is tackled because of the wide range of viewers.

In the attempt of mapping the initiatives and associated approach to responsibilities, the media practitioner should be awareness in exploring and developing the relationship between the media and the society. The documents relating to the topic discussed or meant to be discussed should be appropriately compiled or outlined to sort the valuable information and provide better understanding for their audiences. Media practitioners can use the power to encourage the society to participate, consult, and share their ideals which is welcome in terms of politics, economy, and societal issues (Mediawise, 1999).

Conclusion

Media practitioners should employ the sign of professionalism and integrity in their profession, for this is the one and only thing that cannot be stolen by anyone. In addition, practitioners should know the boundaries onto what they are dealing with. Practitioners might learn a lot from their seniors and therefore, but it is not advisable to stick on their seniors’ styles instead, explore their other potential for their own professional development.

References:

Considine, D., (1995). An Introduction to Media Literacy: The What, Why and How To's. Telemedium, The Journal of Media Literacy Vol. 41, No. 2. [Online] Available at: http://www.ced.appstate.edu/departments/ci/programs/edmedia/medialit/article [Accessed 05 July 2010].

Horton, J.L., (2005) The Future of Media Relations [Online] Available at: http://www.online-pr.com/Holding/Future_of_Media_Relations.PDF [Accessed 05 July 2010].

Mediawise, (1999) The Oslo Challenge [Online] Available at: http://www.mediawise.org.uk/files/uploaded/Oslo%20Challenge.pdf [Accessed 05 July 2010]

Effectiveness of Patient Education on Reducing Diabetic Foot

Introduction

With the provided scientific insights on health, the positive role of physical activity and lifestyle can affect the internal functions of the body. People are always warned about the various life threatening diseases. Apparently, there are an alarming growing numbers of patients diagnosed with different illness and complications. And the most recognizable diseases that are commonly plaguing the society are the heart diseases and diabetes.

Background and Problem Statement

Solving the health problems is the most critical strategy in the medical society. The problem of diabetes and the lack of knowledge about the disease make it even worse. According to the medical experts, diabetes is usually characterized with high blood sugar or Hyperglycemia in medical terms. It is also defined when the body’s blood glucose level is equal or more than 200 mg/dl (Leung, 2007). However, the deep explanation regarding the disease is difficult for the patient if he doesn’t understand the complexities involved in the current situation. Many proposed that patient education regarding the said disease is a good step for the early recovery of the patient. The question is, how effective the patient education will be to help reduce the diabetic foot problem among the patients.

Research Aims and Objectives

The main aim of the study is to deliver the idea about the effectiveness of patient education more especially in diabetic patients. To support this sole goal of the study there are three objectives that can serve as the driver of the study in focusing to the outcome. The first objective of the study is to provide the information regarding the education in diabetes. Second is to recognize the perceptions of diabetic patients, as well as their families, about the offered patient education. And third is to provide the additional thrust for the continuous campaign and promotion about the collaboration of patients’ concern and education.

Literature Review

In medical terms, the diabetes is characterized with the fluctuation of blood glucose happened before and after meal, therefore it is advised that a diabetic patient should undergo in a 8-hour fasting. This disease is classified in four categories, the type 1 diabetes (insulin-dependent diabetes mellitus); type 2 diabetes (non-insulin dependent diabetes mellitus); gestational diabetes, which occurs in pregnant women but often disappears after pregnancy; and other diabetic diseases caused by genetic abnormalities, medication use, and associated illness (Leung, 2007). The knowledge in diabetes, its types, symptoms, complications, and ways of achieving good controls with the major emphasis on diet and exercise are part of the education. With the use of the visual aids, printed pamphlets and oral communication, the education for the diabetic patients will be effective (Mani, et al., 1989). Through the application of the education, the risk can be reduced if the person with diabetic symptoms will reduce his weight and maintained an ideal healthy lifestyle. Significantly, the lifestyle is related with the activities and body functions affects the glucose and body fats. Experts also added that a regular physical activity like exercise and healthy diet can help attain the ideal body weight of a diabetic person (Thompson, 2004).The health providers offer weight loss and physical activity programs to help the patients change their lifestyle and guiding their hourly meal. The importance of exercise and healthy lifestyle is encouraging the youth and the parents to help prevent this kind of disease. Many advocates already implemented the education of the relationship of the lifestyle and diabetes and the idea of self managing techniques. These techniques are applied in individuals who have the high diabetes risk. Together with the change in lifestyle, the blood monitoring and management and proper prescription can slow the progression of the disease. About the issue of diabetic foot, the self monitoring and management can be done through simple steps by daily checking the feet if it is showing the sores and the blood pressure. These simple means can save the future of every individual who faces the disease (Cammy, 2005).

Methodology

The proposed method in the study is the use survey and interview. The participants are the diabetic patients and their families in one hospital setting. In the first phase, the participants were asked to answer the survey based on their previous experience. And on the interview, the participants are the close people related to the patients are interviewed regarding their level of understanding about diabetes. The use of the survey and interview allows the study to analyze the present situation of the diabetic patients and their families.

References:

Cammy, A., (2005) “Complications of Diabetes Module”, Virtual Laboratories Stanford University, Accessed 08 June 2010, from http://virtuallabs.stanford.edu/diabetes/DiabetesModuleTextAll.pdf

Leung, R., (2007) “Preventing and Treating Type 2 Diabetes through a Physically Active Lifestyle: With Type 2 Diabetes Exploding in the School Population, Physical Educators Can Play an Important Role in Countering the Disease”. JOPERD – The Journal of Physical Education, Recreation & Dance, Vol. 78, No. 4

Mani, U.V., Srivastava, R., Mani, I., Parekh, A., Shah, V., Mehta, N.C., Patel, H.R., Dosi, M., & Iyer, U.N. (1989) “Effect of Diabetic Patient Education in the Management of Diabetes Mellitus”, Accessed 08 June 2010, from http://www.rssdi.org/1989_october/original_article2.pdf

Thompson, T., (Sec.) (2004) “Diabetes: A National Plan for Action”, Department of Health and Human Services, Accessed 08 June 2010, from http://aspe.hhs.gov/health/NDAP/NDAP04.pdf

Throughout my employment and volunteer experiences working with children, I have found it a process where one is continually learning and challenging themselves. While working at Bodwell’s Summer Camp as an overnight counselor, a challenge was to create a balance between discipline and fun for the kids. While supervising 14 girls aged 10-14 years old, a key challenge was making sure everyone understood the established rules and levels of respect, which were essential for maintaining a safe, inspiring, and fun experience for them. As I was with them for many hours during the day and overnight, I found this time a truly valuable part of understanding how to interact effectively with the students. Getting to know them individually, getting to know their strengths/weaknesses, listening to them, and building a relationship with them as a group, was one of the most meaningful experiences I have ever participated in. As they were international students, it was important to recognize their points of view, and respect their cultural understandings as they arrived in Canada. When I first met my assigned group of students, they were slow to come out of their shell, some more willingly than others. After time, everyone felt comfortable in an environment based on openness, honesty, trust, and reliability. As the girls were coming from outside of Canada, more specifically Mexico and Taiwan, there was an added challenge for communicating effectively and clearly. Another challenge was making sure the girls from two different countries socialized in a positive manner together, and learnt from their varied backgrounds. Initially, the two groups of seven girls remained within their friendship circles. Through introduction activities, group games, and coming together daily, the two groups socialized together increasingly more. As their camp counselor I initiated and orchestrated the inclusion between all campers, and it was rewarding to see my efforts become a reality for the girls. They began to talk together more, share stories, and partake in activities that they may not have tried if they did not feel welcome. For example, sporting activities was a great tool for bringing them together. We played volleyball and Frisbee one day at the beach. Some campers were quite good, while others had rarely been exposed to this sport before. The more experienced ones helped teach the less experienced. I took more of a back seat, encouraging the connections and new friendships between the campers through outdoor activities. Supervising and being a counselor at Bodwell’s taught me many valuable lessons. Learning to help campers solve any problems they have with a positive outlook, and making sure those who feel excluded will be included during all times. There was an incident where one camper felt left out and that others did not include her. I immediately put myself in her shoes and acted empathetically, making sure not to embarrass or single her out, and instead problem solve by discussing the issues in private and with those who were involved with the issue at hand.

In the summer of 2002, I volunteered at Dunbar Integrated Summer Camp. Working with a 7 year-old boy with Autism was challenging, as I did not have much previous knowledge/exposure to Autism. Fairly young at 17 years old, I did not posses the best methods for working resourcefully with him in certain situations. I was there to help integrate Franklin with his peers. The absolute happiness and satisfaction felt when I saw Franklin's huge smile after he kicked the ball during a kickball game & watching him as peers cheered him on around the bases has remained a significant memory.

The inclusion and positive moment for him has remained a special memory for me.

Volunteering at this camp remains a vivid and significant memory.