The National Snow and Ice Data Center is peppered with questions from the media: What do your experts work on? Do you have a scientist who can talk in an easy-to-understand way about sea ice? What's going on with the world's ice? How do your scientists come across in a radio broadcast or on camera? Journalists want a quick, to-the-point answer. Although NSIDC's online offerings are vast, members of the press don't have the time to wade through hundreds of pages of content to find what they need. On the other hand, NSIDC's single-woman press department struggles to provide individualized ideas for each journalist who calls. What could we offer journalists that would quickly answer many of their questions, while saving the journalist, the public information officer, and the scientists time? In response to this question, NSIDC expanded our online offerings to include a brief QuickTime movie covering what our scientists do, what they're finding out about the changing ice on our planet, and what they're like on camera. The movie is specific enough to provide interested journalists with the information they need about our expertise; we also realized that the movie's content is general enough for the teachers and general public who visit our online Education Center in hopes of learning more about our planet's ice. This presentation will cover the basics in developing a simple QuickTime movie from idea through the finished product: tracking down a video camera, developing a storyboard, conducting interviews, editing the clips into the final product, and getting it into the hands of the intended audience.
The American Academy of Ophthalmology and Otolaryngology grew steadily during its 82-year existence, and since 1979, the American Academy of Ophthalmology has had an accelerated increase in membership and activity. In 1995, as the Academy approached its centennial, the AAO had more than 20,000 members and an annual budget of more than +26 million. Total registration for the 1994 Annual meeting was slightly more than 27,000, an all-time high. Instruction Courses numbered 450,300 scientific papers were presented, and 130 posters were displayed. The original postgraduate course in 1921 served as the predecessor to the more than 700 hours of instruction presented at the 1994 Annual Meeting. The original committee of four was the predecessor of what has become the Secretariats of the Academy. The popular Home Study Courses were the forerunners of the Academy's programs, formulated and supervised by the Education Secretaries. The Clinical Education Programs include the Basic and Clinical Science Courses, Focal Points, Continuing Ophthalmic Video Education, Manuels, Regional Update Courses, Special Focus/Skills Courses, Monographs, PROvision, slide scripts, and other programs produced for allied health personnel, medical students, and other physicians. The Secretaries originate, produce, and oversee all the important functions of the Academy. The individuals who have served the Academy as Secretaries through the years have been dedicated volunteers. Their contributions have been incalculable. In recent years, the various Secretaries have been ably assisted by Associate Secretaries, Advisory Committees, and Subcommittees, spreading the workload of each Secretary. Credit for the success of the Academy's endeavors, while under the guidance of the Secretaries, also must be given to the Academy's many committee chairs and committee members who have diligently worked to achieve their goals and objectives. In 1995, the Executive Vice President, the 11 Secretaries, and the Editor
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This study investigated whether several psychopathology variables, including suicidality, could predict the time people spend using the internet (hours online). Next, we examined a specific at-risk population (suicidal individuals) by their online behaviors, comparing suicidal individuals who went online for suicide-related purposes with suicidal individuals who did not go online for suicide-related purposes. An anonymous online sample of 713 (aged 18-71) reported hours online, psychiatric histories, and completed several standardized scales. After accounting for age and education, hierarchical regression modeling showed that the assessed psychopathology variables, including suicidality, did not explain significant variance in hours online. Hours online were better predicted by younger age, greater willingness to develop online relationships, higher perceived social support, higher curiosity, and lower extraversion. Suicidal participants, who did or did not go online for suicide-related purposes, did not differ on hours online. Multiple regression modeling showed that those who went online for suicide-related purposes were likely to be younger, more suicidal, and more willing to seek help from online mental health professionals. These findings revealed that hours online are not a valid indicator of psychopathology. However, studying online behaviors of specific at-risk groups could be informative and useful, including for suicide prevention efforts. Copyright 2017. Published by Elsevier B.V. 2ff7e9595c
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