<p>Design patterns provide general, reusable solutions to commonly occurring problems. They are conceptual approaches, rather than finished products. Design patterns originated in architecture and are common in software development. We can apply the principle of design patterns to almost any field.</p><p>In this section, I outline various design patterns that I, and others, have used to improve the author experience of certain content management systems. Not all are relevant to all scenarios, nor is the list exhaustive. I have included nine patterns here, which fall into three categories:</p><p>Micro-copy management and usage patterns</p><p>Author interface patterns</p><p>Technical patterns (as far as they impact the author)</p><p>The question of how to manage user interface (UI) labels – also known as micro-copy – is relevant to almost every project. There are two aspects to this: managing labels for the end-user interface and managing labels for the author interface. Here, I am dealing primarily with the former.</p><a class="default-logo-link" href="/ebooks/789711-author-experience">See more</a>
<em>The basic difference between human beings and other species is that we live in a world that is created by the stories we tell.</em>
</p><p><strong>W</strong>e all need fresh perspective at times — but it’s hard to see life in a new light if we are groping around in the dark for the switch. The Talent Catalyst Conversation is the switch to help you to identify new possibilities and shine light on your situation. Amazing things can happen when you decide to engage your talent, and the first step is to recognize that you are the author of a story you can change—for good.</p><p>Let’s take a look at Ben’s story. Ben felt as if his life were set in stone. “I dreamed of being a teacher and helping others get ahead like my teachers helped me years ago. But I had no idea that I’d be struggling under the administrative details, standardized test pressures, and internal politics that consume so much of my energy and sap my passion for this job. My teaching job pays OK, and if I can stick it out to retirement, I’ll have a decent pension. I guess I’ll just keep my head down and gut it out, but that feels like giving up on myself and my dreams.”</p><a class="default-logo-link" href="/ebooks/615071-take-charge-of-your-talent">See more</a>
<em>Whether an order is formed or not depends on whether or not<br>information is created … the essence of creating order<br>is in the creation of information.</em>
</p><p> </p><p>Why is there such an epidemic of “poor communications” within organizations? In every one I’ve been in, employees have ranked it right at the top of their major issues. Indeed, its appearance on those lists became so predictable that I grew somewhat numb to it. Poor communication was a superficial diagnosis, I thought, that covered up other, more specific issues. Over the years, I developed a conditioned response to “communications problems” the minute they were brought up. I disregarded the assessment. I started pushing people to “get beyond” that catch-all phrase, to “give me more concrete examples” of communications failures. I believed I was en route to the “real” issues that would have nothing to do with communication.</p><p>Now I know I was wrong. My frustration with pat phrases didn’t arise from people’s lack of clarity about what was bothering them. They were right. They were suffering from problems related to information. Asking them to identify smaller, more specific issues was pushing them in exactly the wrong direction, because the real problems were big—bigger than anything I imagined. What we were all suffering from, then and now, is a fundamental misperception of information: what it is, how it behaves, how to work with it.</p><a class="default-logo-link" href="/ebooks/128264-leadership-and-the-new-science-discovering-order-in-a-chaotic-world">See more</a>
<p>W wikszoci ksiek powiconych Rails rozdzia taki jak ten jest jednym z kocowych, a jego tre obfituje w przykady skomplikowanych programw majce uzasadnia potrzeb organizowania kodu w oglnoci. Na pocztku ksiki, gdzie przykady takie s stosunkowo proste, samo wspominanie o organizacji kodu wydaje si bezprzedmiotowe; niestety, przy kocu ksiki jest ju jednak zbyt pno, by rozwaania na temat owej organizacji mona byo skutecznie zastosowa w praktyce. Wielu czytelnikw intensywnie poszukuje w studiowanych przez siebie ksikach rozmaitych wskazwek i koncepcji umoliwiajcych podnoszenie swych kwalifikacji projektowo-programistycznych na wyszy poziom niestety, nawet po przestudiowaniu sporej czci ksiki nie znajduj adnej wzmianki na temat samej organizacji projektu. Wskutek tego wiele projektw Rails zorganizowanych jest bardzo kiepsko, bo w momencie, gdy o ich organizacji zaczyna si powanie myle, gotowe aplikacje s ju uytkowane przez tysice czy miliony internautw.</p><p>W ksice tej zrywamy zatem z tradycj, przedstawiajc kilka podstawowych zasad organizacji kodu jeszcze przed napisaniem jakiegokolwiek jego fragmentu. Pocztkowo owa odwrcona relacja moe wydawa si zbdnym balastem, a nawet nonsensem, wszystko jednak zaczyna nabiera sensu, gdy zrozumiemy jej istot. Zreszt opisywane tu koncepcje byy z powodzeniem stosowane w cigu trzech lat tworzenia i rozbudowy aplikacji webowej, napisanej w 100% w Rails i obecnie odwiedzanej przez (rednio) dwa miliony rnych uytkownikw w cigu miesica.</p><a class="default-logo-link" href="/ebooks/560669-rails-projektowanie-systemow-klasy-enterprise">See more</a>
<b>I</b>N THE DAYS OF legal segregation, southern counties and cities had two school systems: one for whites, one for “Negroes.” Robeson County, North Carolina, even had three systems: one for blacks, one for whites, and one for Native Americans. This, too, is a history that is repeating itself as we lose control of a democratic government that must be responsive to all of us.<sup>2</sup> 128
While there were always some private schools in the South, mostly for the white upper class, during the segregation era the majority of white parents sent their children to the public schools. So those white parents had what they firmly believed to be a self-interest in making sure that the white public schools were as good as possible. That included paying reasonable property taxes to support the public school system.
African-American parents were in a different position. They also paid taxes, of course. But they were—often violently, always relentlessly—kept from having any political say in how those taxes were spent. The schools their children went to didn’t get nearly the public resources that the white schools did. The buildings weren’t built as well to begin with, and with little publicly funded upkeep provided, quickly became run-down. Black schools often lacked gyms and auditoriums. Classroom equipment and supplies were inadequate at best. Textbooks were often worn-out, outdated hand-me-downs from the white schools.
</p><a class="default-logo-link" href="/ebooks/129015-the-fox-in-the-henhouse-how-privatization-threatens-democracy">See more</a>