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|Glenn Honiball||O'Reilly Media||ePub|
In this chapter
Creating Smoke or Steam
Creating a Smile
Creating Motion from Stillness
Shining Things Up
One of the most difficult challenges of retouching is creating something that doesn't already exist. There may be a portion of an image that is missing and needs to be redrawn or made up. For example, sometimes a person's leg or finger is outside of the original shot and needs to be added in. It might be necessary to add or change a reflection to make an object look more appealing. The techniques described in this chapter will help you create something from nothing!
One common request I receive from clients is to add smoke or steam to an image. Sometimes the desired effect is wispy, floating steam to make a muffin look fresh from the oven; sometimes it's a strong, forceful stream to indicate an iron's wrinkle-fighting power. Knowing how to make steam is a handy tool.
Adding steam to a food item can immediately make it more appetizing. In this example, we'll add steam to a cold cup of coffee. By the end of this exercise, the coffee should appear hot!See All Chapters
|Donald Kirkpatrick||Berrett-Koehler Publishers|
Evaluating a Performance
Instead of evaluating a speciﬁc program, DAU evaluates all its programs within an enterprise learning framework they call the Performance
Learning Model which includes evaluating all of its training courses, continuous learning modules, and performance support efforts totaling over 103 thousand graduates per year. Details of this evaluation include all four Kirkpatrick levels. The ﬁgures will be of particular interest.
Defense Acquisition University (DAU)
Christopher R. Hardy, Ph.D., Strategic Planner
Mark Whiteside, Director Performance and Resource
Ft. Belvoir, Virginia
Who We Are
The Defense Acquisition University (DAU) is a government “corporate” university for the Department of Defense, managed by the
Office of the Undersecretary of Defense (Acquisition, Technology, and Logistics) (DoD USD [AT&L]).To accomplish its mission of providing practitioner training and consulting services to over 134,000 Department of Defense employees across ﬁfteen career ﬁelds, DAU providesSee All Chapters
|Sascha Steinhoff||Rocky Nook-IPS||ePub|
|International Journal of Educational Ref||Rowman & Littlefield Publishers||ePub|
Israel Kim and Rina Barkol
This article discusses the idea of the “safe school” juvenile delinquency prevention model as a paradigm of bringing together all of the community participants, in order to bring about ways and means through which community problems could be met and solved. It suggests that in free and democratic societies, the consent of all participant parties to a problem be reached so that they all take part in its solution.
Without this consent, there will be no legitimacy for the police to work in a community, especially in a minority community. This article suggests that community policing, through its community-policing partnership programs, does achieve this needed legitimacy.
Finally, considering all of the above, it seems that the “safe school” model is just this kind of a model and that it has a chance of succeeding in 21st-century democratic societies. This is especially so due to its achievement of a level of what could be defined as “a community school,” where all community influential parties, including the police, participate in eradicating a problematic behavior at school.See All Chapters
|Jim Wilson||Karnac Books||ePub|
This chapter focuses on important themes that emerge when engaging children and their parents in therapy. Jay Haley (1976), in talking about the first interview, makes the point that one has to have certain procedures in mind in seeing families for the first time, but he also sees the need to guard against the danger of being formulaic in applying procedures in real-life conversation with clients:
Any standardized method of therapy no matter how effective with certain problems cannot deal successfully with the wide range that is typically offered to a therapist—flexibility and spontaneity are necessary yet any therapist must also learn from experience and repeat what was successful before. A combination of familiar procedures and innovative techniques increases the probability of success, [p. 9]
ENGAGING IN INTERNAL AND EXTERNAL CONVERSATION—A MATTER OF PACE
Each of us is involved in an exchange between internal and external conversation all the time. In engaging clients, there may be an external conversation occurring about the nature of a child’s worries whilst the therapist is also aware of the other interactions taking place such as a parent’s detachment from a child, or how uncomfortable the other parent seems at the number of problems being levelled at the child. These ways of noticing both what is spoken and what is occurring in the unspoken conversation of action, posture, voice, tone, and emotional “mood” of the session contribute to the therapist’s internal conversation about the way relationships appear to be organized in the family (or at least in the session with the therapist). Such spoken accounts offered by family members about “what is the matter” do not solely determine the therapist’s thinking but provide important external accounts, which together with the therapist’s attention to his internal dialogue and “noticings” form our understandings in the “to-ing and fro-ing” of conversation in the room.See All Chapters
Business & Economics