Characterization of Riesz spaces with topologically full center

Let $E$ be a Riesz space and let $E^{\sim}$ denote its order dual. The orthomorphisms $Orth(E)$ on $E,$ and the ideal center $Z(E)$ of $E,$ are naturally embedded in $Orth(E^{\sim})$ and $Z(E^{\sim})$ respectively. We construct two unital algebra and order continuous Riesz homomorphisms $$\gamma:((Orth(E))^{\sim})_{n}^{\sim}\rightarrow Orth(E^{\sim})\text{ }$$ and $$m:Z(E)^{\prime\prime}\rightarrow Z(E^{\sim})$$ that extend the above mentioned natural inclusions respectively. Then, the range of $\gamma$ is an order ideal in $Orth(E^{\sim})$ if and only if $m$ is surjective. Furthermore, $m$ is surjective if and only if $E$ has a topologically full center. (That is, the $\sigma(E,E^{\sim})$-closure of $Z(E)x$ contains the order ideal generated by $x$ for each $x\in E_{+}.$) As a consequence, $E$ has a topologically full center $Z(E)$ if and only if $Z(E^{\sim})=\pi\cdot Z(E)^{\prime\prime}$ for some idempotent $\pi\in Z(E)^{\prime\prime}.

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Educación en medios en Turquía: hacia una red de actores múltiples Media Education in Turkey: Toward a Multi-Stakeholder Framework

A partir de los noventa, los canales privados de radio y televisión pusieron las bases de la nueva estructura mediática turca. No hubo en este momento interés alguno por la alfabetización mediática ni por la educación popular sobre los medios de comunicación social, ni siquiera en la juventud. Hasta 2006 no comienzan en Turquía los primeros pasos para una alfabetización y educación mediáticas con un acuerdo entre el Ministerio de Educación y el Consejo Supremo de Radio y Televisión (RTÜK). La agenda de la alfabetización mediática ha de incluir importantes temas, co mo democracia, ciudadanía, derechos humanos, libertad de expresión, identidad, necesidades especiales, cuestiones de discriminación de género… Mediante un enfoque crítico, se reflexiona sobre lo que hasta ahora se ha hecho en Turquía en términos de alfabetización y educación en medios, y lo que se quiere lograr en el futuro. Starting with the 1990s, private radios and televisions were the primary steps in Turkish media’s new structure. At that time, there was no interest in media literacy or media education for people, especially for children. In the past, the emphasis of media literacy education was to protect children and young people from possible harmful effects of media, followed by the critical thinking and development of media messages production skills. This contribution emphasizes the political, social, and economic implications of media messages and stresses the importance of using media effectively. Media literacy and education in Turkey has started with an agreement between the Ministry of National Education and The Radio and Television Supreme Council (RTÜK) in 2006/07 school period.This study uses a critical approach to reflect on what has been done so far in Turkey in terms of media literacy and media education, and what needs to be accomplished in the future