The Negative Effects of Television and Video Games on...

American children watch on average, 4 hours of television daily and play 19 hours of video games a week. Television and video games are filled with violence these days. Exposure to violence on the television, on movies, and on video games negatively effects children behavior. Children are likely to copy the violence that they see on T.V., especially if a good guy is the one using violence. If no consequences are shown for violent behavior on T.V. or in video games, children are more likely to imitate that violence, because they think it is acceptable. Over 200 studies show that even a single exposure of violence in media increases physical aggression in the immediate situation. The more violent activities a child repeatedly views on television, the more normal it becomes. Punching, kicking, or pretending everything is a weapon are things that children who are overexposed to violence do. Over exposure to violence at a young causes desensitization toward violence and no sympathy for vi ctims of violence. When violence is repeated on the television or on video games, it becomes normal in a childs eyes. So when children see the same type of violence in a real life situation, its not as of a big deal as it should be. When violence or tragedy happens in the real world, no child should be so immune to violence that he or she isnt affected by it. If a child is less sensitive to violence, he or she is more likely to commit violent acts because there is nothing in their brain sayingShow MoreRelatedEng 1011630 Words   |  7 PagesViolence in Music Videos and Music Lyrics has a negative impact on children. Music videos that expose profanity and sexuality are inappropriate and leave a negative impression on young children. Violence in music videos can cause health problem. Music videos that promote negative lyrics are affecting young children. Music lyrics with vulgar languages affect the development and well-being of young children. For example, the study author ( Stone, 2009) found â€Å"that music with explicit referencesRead MoreMedia Effects On Children And Adolescents1521 Words   |  7 Pagessuch as watching television, using the computer, and talking on the phone. On the media we could learn and find out the information that we need. And we can also share our personal information on the media. Media gives us a lot of convenient in our life, but there are also some negative impacts. Media has a lot of negative impacts which it could be affected on children and adolescents. The article â€Å"Media and Risky Behaviors† by Escobar-Chaves is discussed about the media effects that cause the riskyRead MoreMedia Violence And Its Effect On Society1184 Words   |  5 PagesIn recent years, many scholars have begun to examine the negative effects of media violence. There is a debate on whether negative effects directly derive from media violence. Because media violence has been proven to have a negative effect on society, this essay will argue that there needs to be more censorship on media violence. I will first examine the influence media violence has on mass shootings. Next I will discuss a study relating to dating violence, certain movies and shows encourage datingRead MoreNegative Impact of Media Violence on Children1704 Words   |  7 Pagesintroduction of television in the middle of the century , mass media availability began to increase. By the year 1955 two-thirds of all homes in America were outfitted with a television set. This figure increa sed to around ninety-three percent by the end of that decade. So it is not surprising that today television and mass media are a part of virtually all Americans. The rise in media availability of all sorts has grasped a connection with a steep rise in media consumption among both children and adultsRead MoreThe Effects Of Television And Video Game Violence On Children899 Words   |  4 PagesIntroduction The following paper will examine the negative effects of television and video game violence on children who watch and play these games. Speculation as to the causes of the recent mass shootings in American schools and other public places motivated me to pay more attention to violence on television and in video games and write this paper. Most of these horrible attacks on innocent people occurred by a teenager or young adult. Flipping through television channels, I started paying attention toRead MoreHow Technology Can Benefit A Child s Cognitive Development1061 Words   |  5 PagesChildren use a lot of technology. They use technology whether they are using social media, using a learning program, or reading an electronic book. The truth is, that there are more positives than negatives when children use technology. There is fear that if children use too much technology they will not have proper development especially cognitively. This paper will show how technology can benefit a child’s cognitive development. One benefit is young children can learn how to read while using aRead MoreThe Effects Of Media On Young Children1742 Words   |  7 Pages Abstract This paper intends to bring awareness to the harmful effects of the media on young children. Through this paper, I will investigate the claim that television promotes observational learning. I will describe the obscenities the media exposes to children. With that, I will explain how the media causes aggression in consumers, especially those of youth. This paper will also expound on the powerful effect modeling has on behavior. I will provide extensive examples of the impact ofRead MoreHow Media Affects The Socialization Of Children1562 Words   |  7 PagesHow Media Affects the Socialization of Children As mass media continues to expand through our use of everyday electronics, children s socialization skills may be suffering by the lack of face to face, physical, and natural interaction. Mass media like television, computers, radios, newspapers, video games and many others play a huge role in socialization in children. Children need interaction, and mass media offers no physical interaction at all. Children are spending more and more time in theRead MoreExposure to Violence and Videogames844 Words   |  3 Pagesbeen born into and raised in a generation where violence is idolized in video games and in the media. Although parents monitor and guide their children, â€Å"[the] media is everywhere. TV, Internet, computer and video games all vie for our childrens attention]† and often times are the sole free-time activity (American Academy of Pediatrics). As media monopolizes the adolescent generation, society has begun to look at the effects it may have especially material tha t promotes violence. Although much ofRead MoreThe Effects Of Video Games On Children1034 Words   |  5 Pagesdeveloped in a way that even children are affected by technology. They enjoy video games in their leisure time and even prefer them to studying that, in its turn, can contribute to their poor performance in the class. These days, video games have become an issue that has brought concern to many people from parents to scholars about their potential effect on the future of children through influencing their conduct. They feel that the violent behavior or any other negative consequence can occur as an

The Fusion of Content and Form in Sonnet 29 Essay examples

The Fusion of Content and Form in Sonnet 29 One of the most popular of the fixed poetic forms in English literature is the sonnet. Attributed to the Italian poet Petrarch in the fourteenth century, the sonnet is still used by many contemporary writers. The appeal of the sonnet lies in its two-part structure, which easily lends itself to the dynamics of much human emotional experience and to the intellectual mode of human sensibility for argument based on complication and resolution. In the last decade of the sixteenth century, sonnet writing became highly fashionable following the publication of Sir Philip Sydney’s sonnet sequence Astrophel and Stella, published in 1591. Sonnet sequences were widely read and admired at this†¦show more content†¦A different rhyme scheme and thus a different convention of logical and rhetorical organization determines the differences between the two sonnet forms. In the Petrarchian sonnet the problem is solved by reasoned perception or a meditative process. The Shakespearean sonnet maintains the basic two-part structure of conflict and resolution, now presented in fourteen lines of three quatrains and a concluding rhyming couplet. Each quatrain presents a further aspect of a problem, conflict, or idea. The resolution occurs in the last two of a rhyming couplet, achieved through logical cleverness that summarizes or ties together what has been expressed in the three quatrains. The rhyme scheme, subject to variation, is abab, cdcd, efef, gg in iambic pentameter. The sonnet sequence is a gathering together of a number of sonnets to present a narrative or examine a larger theme. Shakespeare’s sequence, like Sydney’s, was intended as a series of love poems to celebrate the poet’s affections for a young male friend. The poems were collected and published as a sequence in 1609, though initially they were private poems meant for a small circle of writers and friends, not for publication. There are 154 sonnets in the sequence. Some scholars speculate these are ones that remain from a longer work, thus accounting for the sonnet’s problems in chronology, thematic development, and connections between individual poems. Other scholars speculate that not allShow MoreRelatedLanguage of Advertising20371 Words   |  82 Pagesclassification of language styles (Belles-Letters Style, Pablicist Style, Newspaper Style, Scientific Prose Style). And finally in the chapter eleventh it is analysed psychology and advertising. Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 Chapter I. What is an advertising, its definition?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 1. Advertising and the Modern World†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 2. Advertising all over the world†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 3. History†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 Read MoreMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 Pagesrequirements of the American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992. To George Blin, Profesor at the Collà ¨ge de France, whithout whom none of these pages would have been started. CONTENTS A Note on the Translation by Bertrand Augst, ix Preface, xi A Note on Terminology, xiii I Phenomenological Approaches to Film Chapter I. On the Impression of Reality in the Cinema, 3 Chapter 2. Notes Toward a Phenomenology of the Narrative, 16

Risk Management Techniques Raffles Education Corp.

Question: Discuss about the Risk Management Techniques for Raffles Education Corp. Answer: Introduction: The purpose of this report is to prepare a risk management plan for Raffles Education Corp. It deals with identification and analysis of the risks management plan based on identification of thirty risk indicators and also providing a treatment of the eight of such issues observed in the risk registered. The various types of parameters in the in the registers consists of risk description, causes, consequences and area of risk. The measurement of the risk is based on parameters such as control risk level, control risk score, control likelihood and risk accepted. The treatment plan of the risk provides the guidelines treatment options, rating after treatment, costs and benefits analysis of the risk, preferred options and persons responsible for the correction of the risk causing factors. The report also suggests the various types of measures for monitoring of the risk and strategies for the purpose of effective management of the risk. Risk management organization Objective of risk management plan The objective of the various types of risk management plan is to identify the potential threats of the Raffles education corporation. It is done in order to identify the proper channels of risk and mitigate the risk in accordance with the timely assessment of the risk. The risk management plan will ensure efficient decision making process within the institute. It will also help to identify the various types of risk area and departments with which the respective risk can be categorized. The risk department categorization mainly consists of the long terms and short term sources of the risk. The risk register further provides the guideline for the proper evaluation of the likelihood of the various types of identified risks and the consequences which can be adopted to control the risks. The measurement of the risk further provides the risk control level and the risk scores provides the risk control level based on the threat level of the respective risks.[2] [3] Risk management policy The risk management policy of the Raffles Education Corp forms an integral part of the internal and control and governance of the various types of activities managed by the institute. The various norms of the risk policy deals with the key aspects in risk management process and identification of the reporting procedures maintained for the purpose of the risk management. [4] The various approaches for the risk management involve the following process: The main executive and the head responsible for the purpose of policy making body of the college corporation of the Raffles Institute is responsible for risk management. The college corporation has a role in maintaining a effective system of the internal control that is in the favor of the achievement of the policies and thereby also safeguarding the public interests and funding of the assets which is responsible as per the accordance with the Government guidelines and financial memorandum along with the learning skills council of a particular region. The college committee should follow a free principle in responding and approaching the risk the risk with more receptive problem solving approach. The policy based on the audit committee should further ensure that the committee advises the Raffles Corporation on risk management. The Institute is responsible for making a conservative approach and prudent recognition of risk factors and disclosure of the various types of financial and non financial types of the risks. The head of the department of the Raffles Institute Corporation and other governing bodies of the college committee are responsible for encouraging and promoting the implementation of efficient risk management procedures and practicing of the same at departmental levels. The corporation has a major role to play in influencing the risk culture of the management which exists within the college and determining whether the risk can be averted or not. The entire issue is seen as relevant individual issue. The college is also responsible for setting the standards and expectation among the staffs with an emphasis on respect and conduct and probity. It is also important to determine the risk appetite of the Raffles Education Corporation. The heads of the departments play an augmented role on the identification implementation of the policies related to the management and internal control of the risk parameters. It is also essential to evaluate the fundamental risks faced by Raffles which are taken into consideration by the Audit Committee by the means of Assistant principle and student services. The risk management done by the head of the departments also have a crucial role in timely information on the various areas of the uncertainties which may arise in the institute. The internal control of the risk management techniques includes the policies and procedures, business planning and budgeting, high level risk framework, audit committee, internal audit program, external audit program and third party reports. Independency with strategic planning The independency in accordance to the strategic planning is done on the basis of the strengths, weakness, opportunities and threats. It also discusses on the various types of the threats associated with the internal land external risks of the Raffles Education Corporation. Strength Weakness Opportunities Threats The global recognition of the being a premier institute in terms of quality. The college lies in the bottom list of the ranking published by fashionista. Some of the top institutes include central saint Martins, parsons, Bunka fashion college and Antwerp Royal Academy. The college has a major scope in the fashion designing course and the investing decision of the management in this particular area will ensure that the college is able to maintain lower risk register and able to compete more in the same department. The threats of the REC includes maintenance of the quality of the various academic programs The adaptation of SPACE learning environment which focuses on social responsibilities, professional initiatives, creative and entrepreneurship. The college is yet to build a reputation in course related to business management, psychology, technology, educational study and language related study. This is the major reason for the lagging behind in the competition in terms of other educational institutes. The college has a major potential to attract many students from different set of countries and excel in various programs of the study. The ability of the institute to relate the management programs with the real life case studies is doubtful in case of post graduation preparation studies. Global presence of the Institute in areas such as Australia, Cambodia, China, India, Malaysia, Indonesia, Thailand and Singapore. The Raffles education corporation based in Singapore significantly lacks in terms of availability of the natural resources such as availability of water, lack of space and increased pollution level and due to various types of seasonal hazards originated from Indonesia. The Raffles education corporation has further shown a potential for the purpose of extending the educational facilities in the various regions of the world other than just the headquarters location of the company that is Singapore. The maintenance of guidelines with the private educational license is also questionable in nature. High amount of demand for the fashion course of the institute. The fashion department of the institute is responsible for bringing in the maximum amount of revenue for the institute. The institute is known for several achievements such as being The corporation has a major weakness in influencing the stakeholders and explaining their role for the purpose of the generating more amount of revenue for the institute. Political situation of Singapore is very viable for the purpose of running an educational institute. The ability of the institute to stay on top by competing with other institutes such as Copenhagen academy, NIFT, George brown college, Lasalle college international and Kingston university. Is also doubtful in nature. Independency with Corporate Governance The Board of Directors of Raffles Education Corporation is dedicated to a higher standard of the corporate governance. This is considered as a key factor to the sustainability of the performance and business and the enhancement of the value of the shares. The guidelines and the principles of the Code of Corporate Governance of the year 2012 guide the processes and practices of the corporate governance of the company. It has been found that these are spontaneously being reviewed for the effectiveness and relevance by the reference to the regulatory and legal environment where the particular organization operates and regulates. Therefore, it can be said that there are no biasness within the organization regarding the implementation of the corporate governance. The Board of Directors of the firm Raffles Education Corporation has complied with the stipulation of the Code during the period of the financial year 30th June of the year 2015. [7] It has also been found that the particular company has always followed the rules and regulations of implementing the corporate finance within the organization Raffles Education Corporation. Moreover, it has been noted that at the moment when the particular company has not implemented the rules and regulations of the corporate finance correctly or any deviation from the Code has occurred within the organization, the management department has provided the appropriate explanation within the annual report of the company Raffles Education Corporation under the section of corporate governance statement. [8] The codes of the corporate governance have been implemented independently, such that the Board have directed the organization in the behavior of its dealings and have also exercised its fiduciary role during all the time in the Groups interest in order to get ensure about the fact that the ethical standards and corporate responsibility have been met or not. It has been noted that the particular Board of the organization Raffles Education Corporation is also finally responsible for the Group activities, its governance and strategies, financial performance and risk management. The study of the annual report of the firm Raffles Education Corporation indicates that the Board delegates some of the functions to the committees in order to make the Board enable to manage more efficiently and effectively its fiduciary and stewardship responsibilities. Nevertheless, the final decision and responsibility on all the matters lies along the Board. The corporate governance is implemented accurately and perfectly within the organization Raffles Education Corporation as there are four different committees based on which the unbiased decisions are made. The four committees based on whose decision the corporate governance are incorporated within the organization without any biasness include the Audit Committee, Remuneration Committee, Risk Management Committee and Nomination Committee. Responsibility and Accountability As per the annual report of the company Raffles Education Corporation of the year 2015, it can be said that the Board gives the shareholders of the firm with quarterly and annual financial reports, reports to regulators and price sensitive reports in order to maintain the accountability and audit within the organization. During the presentation of these mentioned reports, the Board decided to provide the shareholders of the firm with an understandable and balanced assessment of the financial performance of the Group, its prospects and positions in the present competitive market. The Board also ensures the full and timely disclosure of the material corporate developments to the shareholders. At present time, the management of the particular organization provides business plans and annual budgets to the Board members of Raffles Education Corporation for endorsement. The detailed management reports of the organization are also given to the members of the Board on a quarterly basis. The executive directors obtain the detailed accounts of management of the Group on the monthly basis. The Board of the risk management committee recognizes the importance of internal controls and practices of risk management to good corporate governance. [9] The particular Board asserts its all total responsibility for the system of the Group regarding its risk management and internal controls. This also helps in reviewing the integrity and adequacy of the systems on a yearly basis. The risk management and the internal control functions are performed by the key executives of the Group and are reported to the Audit Committee for its review. As per the details provided in the annual report of the company Raffles Education Corporation, the Board developed the Risk Management Committee in the year 2012 in order to reduce, control and monitor the risks within the organization. In addition to this, the organization Raffles Education Corporation has developed an internal control framework that covers operational, financial technology and compliance controls as well as risk management systems and policies. On the other hand, the responsibilities indicate the rights of the shareholders. The organization Raffles Education Corporation should treat all its shareholders equitably and fairly. The particular organization is committed to the fair practice, timely and transparent disclosure of the material information in order to enable the shareholders to prepare the shareholders to make the decisions informed in respect of investment in the firm. All the information that are price sensitive is publicly released before to any sessions with analysts or individual investors. The particular company provides its annual report, notices and circulars regarding the meetings of the shareholders through the website of the company. The articles of the company allow the ordinary shareholders to appoint two proxies in order to vote and attend in her/ his stead. In the meetings of the shareholder, they are provided with opportunities to participate, openly communicate and engage to the directors, their app roaches on the matter that are associated with the Group. The communication with the shareholders is also counted as one of the responsibilities. The investor relation of the organization helps in promoting the effective, regular and fair communication with the shareholders. The organization also conducts meetings for its shareholders as this provides an opportunity to share the views and also to meet the Directors of the Board Committees. The external auditors of the firm will help to address the queries of the shareholders. The organization will value and encourage the participation of the shareholder at its general meetings. [10] Risk management process Communication and Consultation Business communication is the integral part of the management practices. It is to be indicated that the establishment of the communication transparency is the most required aspect in maintaining the sustainable management of an organization. In case of the business risk management aspect, the communication process is much essential. ([11]) indicated that the business usually focuses on communicating with the both internal and external stakeholders. Employee communication is considered as the lifeblood of the business practices. Employees need to exchange their views as per the business process. It helps in bringing the innovative ideas and building the strengthened structure of the business. It is to be indicated that the communication and consultation with the stakeholders ensure the involvement and development of an organizational functionalities. It is noted that the stakeholders are the major people who drive the organizational process. Various stakeholders present their diversified perspectives that have been focusing in the potential risks and the risk management process. Simultaneously, Raffles Education Corporation has been maintaining such process for making any relevant organizational decisions. The communication and consultation process is associated both with the internal and external stakeholders. The communication process with the external and internal stakeholders are described further: Internal Stakeholders: Raffles Education Corporation is the educational institute, which is associated with the number of internal stakeholders. The internal stakeholders of this particular institute are the teachers, students, non-teaching staffs, and shareholders. ([12]) opined that the internal stakeholders pass the information about the employee regulations, which are needed to be followed while performing the internal business practices. This is helpful enough in presenting the clarified documents including the requirements of business process. Hence, the consultation with the internal stakeholders would be ensuring the structured process of running a business. [13] External Stakeholders: External Stakeholders are the outside people who have been influencing the business process by interacting with the organizational executives. In a specific context, the external stakeholders are the government, society, and the common people. The regulators or the policy makers are influencing the business externally. The rules and regulations imposed by the government figure is needed to be followed by the business to maintain the sustainable position. Hence, if any of the business decision goes against the society, it would be difficult for the organization to survive further. Hence, it is required to keep the concentration on the consultation and communication process with the external stakeholders. Similarly, Raffles Education Corporation needs to consult with the government before undertaking any relevant decision for their students. In fact, it is noted that the consultation process with the external stakeholders determines the improvisation of the organizational practices. Mo re specifically, the business development suggests the improvisation of the employees work performance as well. In keeping concentration on such signified reasons, it can be inferred that the communication and consultation process with the external stakeholders would be effective enough for the further business development. Moreover, it secures the business position in the competitive market. [14] Risk Management Framework The organization Raffles Education Corporation has instituted a framework for internal control that covers operational, financial, compliance and technology controls as well as the policies and systems of risk management. An organization wide risk management framework has been set in the place in order to enhance the risk management capabilities of the particular organization. The Enterprise Risk Management team (ERM) administered this risk management. The essential risks of the organization Raffles Education Corporation have been identified and the action plans are made in order to moderate the mentioned risks. [15] [16] The ownership of the risk treatments and the awareness towards the risk would be spontaneously instilled and toughened throughout the firm. It has been found that the particular company Raffles Education Corporation exists in a changing environment thus the operation of the particular firm changes, risks also changes and thus the opportunities also changes. It has been found that under the Enterprise Risk Management framework that has been established with the reference to the model of the Committee of Sponsoring Organizations of the Tread way Commission (COSO), all levels of the management are predicted to review the operations of the business continuously. [17] [18] In addition to this, the particular environment in which the specified company Raffles Education Corporation is operated in order to identify the areas of risk and also to ensure the measures of mitigation that is developed promptly in order to address the particular risks. The Enterprise Risk Management framework generally outlines the approach of the organization Raffles Education Corporation in order to manage the risks of the enterprise and sets out a process that is systematic for the identification, evaluation, and management and monitoring of the risks that are faced by the particular organization. The individual business units of the organization Raffles Education Corporation have various risk profiles and cultures as each of the business unit of the firm Raffles Education Corporation helps in identifying and evaluating its own sets of risks. [19] [20] The internal audit of each of the business unit the organization Raffles Education Corporation, the identification of risk, its analysis and its evaluation exercise will be performed and treated as per the procedure of risk management as it has been set out in the framework of Enterprise Risk Management. It has been found that as per the framework of the risk of the firm Raffles Education Corporation, the risk owners, the management and the internal auditor also participate in this in order to run the business effectively, efficiently and successfully. On the basis of the internal controls that have been maintained and established by the particular company Raffles Education Corporation, the performance of the work by the internal auditors are measured. It indicates the performance of the management and various Board committees and assurances that are obtained from the CFO and CEO of the firm with the concurrence of the AuditorCommittee. Risk Assessment The risk assessment process is identifying the evaluation of the potential risks that is included in the diversified business practices. ([22]) defined that the risk assessment process is associated with the different techniques as well as the identification of the potential risks. Recognizing the risk is essential to understand the process of mitigating or reducing the risks and maintaining the safer approaches within an organization. Both the identification and techniques of the risk assessment is described in the further segments. Risk Identification Techniques: Identification of the risks is the primary stage of the risk assessment. ([24]) indicated that the identification of the risks is the most important part and if a business fails to recognise the risks, the other steps of the risk assessment would not be structured properly. Therefore Raffles Education Corporation needs to understand the exact area of the management practices that may face the potential risks. The risk identification techniques are classified into two segments, such as the initial risk identification and on-going risk identification. At the initial stage Raffles Education Corporation needs to consider the communicational area, which is always needed to be transparent. It would be helpful in understanding the requirement of the business to establish the sustainable business. On the other hand, the on-going risk identification indicates the importance of undertaking the risk assessment techniques. If Raffles Education Corporation identifies the importance and potentiali ty of the risks, it would be helpful for them to restructure the functionalities for the future impactful associations. When the organizational objectives are stated in a clarified manner, it would be easier to identify the potential risks that are involved with the undertaken management practices. ([25]) suggested that the implementation of the brainstorming session is preferable to identify the risks and the involvement of the efficient leadership skill is mostly required. Many of the organisations include the frequent monitoring, auditing, and involvement of the ERM staffs for identifying the risks. Risk Assessment Techniques: The mitigation or assessing the risks is much required within an organizational scenario. The techniques involved in assessing the risks are indicating several segments. At the very first stage, the identification of the potential hazards is required. In case of Raffles Education Corporation, it has been seen that the major risk has been found in communication system. Apart from the communication process, the quality issues are also visible in the organizational practices. The next step is to identify the people who will be affected by such risks. In considering the next step, evaluating and deciding the precautions against such risks are much needed. Keeping the record of the significant risks and hazardous aspects is also necessary in such cases. The final assessment is determining the reviewing of the risks and updating the risks specifications is also needed to be considered. The recognition of such techniques would be effective enough in managing the risks related to the organiz ational functionality. In fact, it can be inferred that the application of such techniques would be ensuring the mitigation of the risks and achievement of the organizational excellence. Risk Register Calculated Risk Rank Position Risk Reference Risk Description Causes Consequences Risk Area Control Consequence Control Likelihood Control Risk Level Control Risk Score Risk Accepted Current Risk Controls Risk Owner Risk Treatment Plan (refer no. tab) 1 OP-1 Communication Poor audience selection Underutilization of advertising resources and under communication Operations and Program management Catastrophic Almost certain Very High 20 No Selection of Social media for advertising 2 OP-2 Building of Reputation Poor performance of the students Negative brand image of the institute in the market Operations and Program management Moderate Possible High 16 No Maintaining of high rank 3 OP-3 Quality of programs Selection of professors and curriculum The quality of the various programs offered in the institute is directly related to selection of teaching staff Operations and Program management Major Likely Low 2 No Maintaining the curriculum according the present industry standards 4 LE -1 Judiciary Judiciary is dependent on legislature and executive arm of government in Singapore Judiciary appointed by the Prime Minister in Singapore Legal Minor Almost certain Medium 8 No Adhereing to legal laws of the country 5 OP-3 Selection of media For better rating Limited reach globally Operations and Program management Major Unlikely High 12 No selecting appropirate commercial and web media 6 LE -2 Compliance to Private Education License For better rating and quality Building a good reputation Legal Minor Rare Very High 20 No Application for Government license 7 OP-4 Global Standings Global outreach Competing with the top institutes globally Operations and Program management Catastrophic Almost certain Low 2 Yes Selecting quality students 8 EN-1 Providing basic facilities to the students and staffs Limited natural resources in Singapore Limited enrollment in Singapore division Environmental Major Unlikely Medium 8 Yes selecting appropiratelocation for accomodation 9 EN-1 Problem of pollution Seasonal haze originating from Indonesia Creating health issues among the students and the staffs Environmental Minor Rare High 12 No Selecting a pollution free facility 10 IT-1 Network facilities in all the locations of the institute Government restriction to Internet in country like China and Saudi Arabia Limited access to information Information Technology Catastrophic Likely Very High 20 No Selecting best network connection in the locality 11 HR-1 Loss of key information of the students and staffs Data loss due to hazards in the workplace Negative impact on business standard and performance Human Resource Moderate Possible Medium 8 Yes Taking precautionary steps for avoiding accidents 12 OP-4 Risk of malware and virus attack Inadequate computer security to protect the data Shutting down of data center and loss of key information Operations and Program management Minor Almost certain Low 2 Yes Partnership with a good antivirus company 13 OP-5 Vendor Escalation Insufficient knowledge of the IT staff to solve the technical issues Loss of time due to vendor escalation issues Operations and Program management Insignificant Possible Medium 8 Yes selection of appropriate vendor 14 OP-6 Inadequate website maintenance Irregular website maintenance Delayed access to the curriculum and other vital information of the company data Operations and Program management Catastrophic Possible Very High 20 No Regular maintenance of website 15 FI-1 Possibility of poor project performance Insufficient skill level and knowledge among the staffs Delays in operations and financial impact Finance Minor Likely Low Yes Regular monitoring of project 16 FI-2 Inappropriate accounting Lack of proper knowledge Loss of financial data Finance Moderate Rare Very High 20 No appointment of suitable accounts manager 17 FI-3 Inadequacy of the contractor Lack of proper knowledge Project quality and financial loss Finance Catastrophic Likely Low 2 Yes Selection of proper contractor 18 FI-4 Fire disrupting the business operations Improper maintenance of the facilities Loss of property and assets Finance Minor Rare Very High 20 No keeping fire safety equipments handy in the office of the college 19 OP-7 Electrical Disturbance Improper maintenance of the facilities Staff and student harassment Operations and Program management Major Likely High 12 No Regular checking of electrification 20 OP-8 Position of the college Performance of the students Poor ranking of the university Operations and Program management Insignificant Rare Low 2 Yes Course content updating on timely basis 21 HR-2 Maintenance of student information Overall Functionality of the Institution Loss of vital and confidential information related to students data Human Resource Catastrophic Almost certain Very High 20 No maintaining record of student data 22 FI-5 Sourcing of the students Occupancy of seats in the various global destinations of the institute Lower return on investment Finance Insignificant Likely High 12 No Sourcing of the students through advertisement 23 FI-6 Competitive program fees Higher amount of course fees than the competitors Lower amount of generation of the revenues Finance Moderate Possible Low 2 Yes Keeping the program fees low 24 FI-7 Contract disputes Poor terms of contract Contractual disagreement with the vendor Finance Insignificant Almost certain Very High 20 No Keeping the contract terms and agreements fair for all 25 IT-2 Sudden loss of data Theft of data Breach of security firewall and loss of student information Information Technology Catastrophic Almost certain Low 2 Yes Maintaining the data online 26 IT-3 Lack of access to electronic gadgets Unavailability of electronic gadgets to the students Lack of PC, laptops and Smartphone with the students Information Technology Minor Possible High 12 No Importing the electronic items and transfer from other locations 27 OP-9 Curriculum designed to meet the standards for the present industry practice Poor placement of the students Inability of the student sustenance in the companies after placement activities Operations and Program management Moderate Likely Low 2 Yes Curriculum design in accordance with present industry standards. 28 OP-10 Failure to develop new and existing clients due to inadequate marketing data Improper marketing plan Inability to retain the existing clients Operations and Program management Major Possible High 12 No Upgrading the marketing channels and content highlighted 29 OP-11 Insufficient marketing plan Marketing plan not in accordance with industry standards Decrease in no. of applications Operations and Program management Catastrophic Almost certain Medium 8 Yes Making the marketing plan interesting 30 OP-12 Improper accommodation facilities Lack of land space available Less no. of students opting for accommodation facilities Operations and Program management Major Possible High 12 No selection of appropriate Accommodation facility Risk Profile Figure 1: Risk Profile Source:[28] Risk appetite tolerance (ALARP) Figure 2: ALARP Source: 2016. Jakeman.Com.Au. Risk treatment plans Risk treatment Schedule and Plans Department: ____________________________ Date of Review: _______________________ Executive Owner: _____________________________ Compiled by : _______________________ Risk Dimension: ___________________________________ Reviewed by : ________________________ Risk (By Priority) Treatment Options Rating After Treatment Costs Benefits Preferred Options Person Responsible Timetable / Deadline Monitoring Ref Like-lihood Con-sequence Rating Description Strategies to measure effectiveness of Risk Treatment OP-1 Almost certain Underutilization of advertising resources and under communication Very High Communication Selection of Social media for advertising 8 High Online Preference of media Marketing manager 25.06.2016 Alpha Advertising in the website 8 High Online Preference of media Marketing manager 26.06.2016 Beta Advertising to school pass outs. 8 High Online Preference of media Marketing manager 27.06.2016 R-squared LE-2 Rare Building a good reputation Very High Compliance to Private Education License Compliance with the government rules 12 High Having a certification of approval Head of the Department 28.06.2016 Alpha OP-6 Possible Irregular website maintenance Very High Inadequate website maintenance Regular maintenance of website 10 Moderate Appointment of system engineer IT Engineer 28.06.2016 R-squared OP-7 Likely Staff and student harassment Possible Electrical disturbance Regular maintenance of electric supplies 4 Moderate Central Electrification Operations Manager 29.06.2016 Beta HR-2 Almost Certain Overall Functionality of the Institution Almost Certain Maintenance of student information Information stored in HRMIS 8 High HRMIS HR manager 30.06.2016 R-squared FI-5 Likely Occupancy of seats in the various global destinations of the institute High Lower return on investment Sourcing of the students from schools 6 High Manual sourcing Financial manager 1.07.2016 Beta OP-12 Possible Improper accommodation facilities High Less no. of students opting for accommodation facilities Selecting the best accommodation facilities 4 High Contracting services for accommodation Operations Manager 2.07.2016 R-squared IT-3 Possible Poor placement of the students High Unavailability of electronic gadgets to the students Curriculum in accordance with industry standards 8 High Conduction survey Placement coordinator 2.07.2016 Alpha Risk management Programs Risk management implementation plan The risk management programs selected for the purpose of the Risk control of the Raffles Industry is based on the various issues and it states its measure for controlling of the same. The risk description of the various areas of the risk includes communication, building of the reputation of the institute, quality of the programs, judiciary, selection of the media inadequacy of the contractor, disruption brought as a result of t fire breakout, electrical disturbance caused in the college premises and improper accommodation facilitates for the students. The various parameters of the risk register is based on the several factors which has a direct association of the risk. Monitor Review The personnel responsible for the purpose of risk review and monitoring ensures the proper tracking of the risks and the treatments of the risks which are effective from the current control and treatment. The boards of directors of the institutes are responsible for controlling of the college staffs and their roles and positions. The boards of directors of the institute are also responsible for controlling of the various types of the risk factors. The risk registers is used to collate and make a summary of the various types of indentified risk. The risk are reviewed on the basis of various types of risks scores and level of occurrence the various types of risks. Performance Measurement The various types of parameters used in the risk register and the treatment of the same is responsible for the purpose of the performance measurement of the various type of associated risk of the Raffles Education corporation. The performance management is completely based on the quantitative assessment of the risk associated. Conclusion The purpose of this study was to prepare a risk management plan for Raffles Education Corp. It deals with identification and analysis of the risks management plan based on identification of thirty risk indicators and also providing a treatment of the eight of such issues observed in the risk registered. The measurement of the risk is based on parameters such as control risk level, control risk score, control likelihood and risk accepted. The treatment plan of the risk provides the guidelines treatment options, rating after treatment, costs and benefits analysis of the risk, preferred options and persons responsible for the correction of the risk causing factors. Reference List "Raffles Education Corporation". 2016. Raffles-Education-Corporation.Com. Accessed June 25 2016. https://www.raffles-education-corporation.com/Corporate_Info.html. "Raffles Education Corporation". 2016. Raffles-Education-Corporation.Com. https://raffles-education-corporation.com/InvestorRelations.html. "Raffles-Education". 2016. Raffles-Education. https://raffles-education-corporation.com/images/Investor/AnnualReport/ar2015.pdf. "Raffles-Education-Corporation.Com". 2016. Raffles-Education-Corporation.Com. https://raffles-education-corporation.com/images/Investor/AnnualReport/ar2014.pdf. Jakeman.Com.Au. Accessed June 25 2016.https://www.jakeman.com.au/sb_cache/media/id/20/f/alarp1.jpg. Benjamin, Martin. 2013. Project Risk Management. [Place of publication not identified]: Emereo Publishing. Beringer, Claus, Daniel Jonas, and Alexander Kock. "Behavior of internal stakeholders in project portfolio management and its impact on success." International Journal of Project Management 31, no. 6 (2013): 830-846. Chapman, C. B, Stephen Ward, and C. B Chapman. 2012. How To Manage Project Opportunity And Risk. Chichester, West Sussex: Wiley. Christoffersen, Peter F. 2012. Elements Of Financial Risk Management. Amsterdam: Academic Press. Corob, M., G. Rezes, L. Beesmyer, E. Papendick, T. Richardson, and R. Boyd. "Developing a strategic plan for the FW Olin library at Mills College, part one: Mission, vision value statements, environmental scan, and SWOT analysis." San Jose State University: School of Library and Information Science (2013). Filatova, Tatiana. "Market-based instruments for flood risk management: a review of theory, practice and perspectives for climate adaptation policy." Environmental science policy 37 (2014): 227-242. Gaudenzi, Barbara and Antonio Borghesi. 2012. Risk Management. Milan: Springer. Gupta, Aparna. 2014. Risk Management And Simulation. Boca Raton: Taylor Francis. Hampton, John J. 2011. The AMA Handbook Of Financial Risk Management. New York: American Management Association. Hopkin, Paul. 2012. Fundamentals Of Risk Management. London: Kogan Page. Hopkin, Paul. Fundamentals of risk management: understanding, evaluating and implementing effective risk management. Kogan Page Publishers, 2014. Hopkinson, Martin. 2011. The Project Risk Maturity Model. Farnham, Surrey, England: Gower. Jefferson, Laura, Karen Bloor, Yvonne Birks, Catherine Hewitt, and Martin Bland. "Effect of physicians gender on communication and consultation length: a systematic review and meta-analysis." Journal of health services research policy 18, no. 4 (2013): 242-248. Khan, Arifur, Mohammad Badrul Muttakin, and Javed Siddiqui. "Corporate governance and corporate social responsibility disclosures: Evidence from an emerging economy." Journal of business ethics 114, no. 2 (2013): 207-223. Kroman, Sarah L., Ewa M. Roos, Kim L. Bennell, Rana S. Hinman, and Fiona Dobson. "Measurement properties of performance-based outcome measures to assess physical function in young and middle-aged people known to be at high risk of hip and/or knee osteoarthritis: a systematic review." Osteoarthritis and cartilage 22, no. 1 (2014): 26-39. McNeil, Alexander J., Rdiger Frey, and Paul Embrechts. Quantitative risk management: Concepts, techniques and tools. Princeton university press, 2015. McNeil, Alexander J., Rdiger Frey, and Paul Embrechts. Quantitative risk management: Concepts, techniques and tools. Princeton university press, 2015. Pinto, C. Ariel. 2015. Operational Risk Management. Momentum Press. Pritchard, Carl L., and PMI-RMP PMP. Risk management: concepts and guidance. CRC Press, 2014. Pritchard, Carl L., and PMI-RMP PMP. Risk management: concepts and guidance. CRC Press, 2014. Qaseem, Amir, Robert Centor, Andrew Dunn, David W. Baker, Robert M. Centor, J. Thomas Cross, M. D. Hopkins et al. "Screening, Monitoring, and Management of Chronic Kidney Disease: Review of the Performance Measures by the Performance Measurement Committee of the American College of Physicians." (2014). Rausand, Marvin. Risk assessment: theory, methods, and applications. Vol. 115. John Wiley Sons, 2013. Reiffel, James, Atul Verma, Jonathan L. Halperin, Bernard Gersh, Selcuk Tombul, John Carrithers, Lou Sherfesee, and Peter Kowey. "Rationale and design of REVEAL AF: a prospective study of previously undiagnosed atrial fibrillation as documented by an insertable cardiac monitor in high-risk patients." American heart journal 167, no. 1 (2014): 22-27. Stefani, Lorraine. "Performance measurement for academic development: risk or opportunity?." International Journal for Academic Development 18, no. 3 (2013): 294-296. Suter II, Glenn W. Ecological risk assessment. CRC press, 2016. Tbs-Sct.Gc.Ca. Accessed June 25 2016. https://www.tbs-sct.gc.ca/pol-cont/20010-03-eng.jpg. Tricker, Bob. Corporate governance: Principles, policies, and practices. Oxford University Press, USA, 2015. Voegtli, Cinda and Laura Erkeneff. 2011. #Risk Management Tweet. Cupertino, Calif.: Thinkaha. Walker, Russell. 2012. Winning With Risk Management. Singapore: World Scientific. Wheeler, Evan. 2011. Security Risk Management. Waltham, MA: Syngress. Wu, R. Ryanne, Rachel A. Myers, Catherine A. McCarty, David Dimmock, Michael Farrell, Deanna Cross, Troy D. Chinevere, Geoffrey S. Ginsburg, and Lori A. Orlando. "Protocol for the Implementation, adoption, and utility of family history in diverse care settings study." Implementation Science 10, no. 1 (2015): 1. "Raffles Education Corporation". 2016. Raffles-Education-Corporation.Com. Accessed June 25 2016. https://www.raffles-education-corporation.com/Corporate_Info.html. Pritchard, Carl L., and PMI-RMP PMP. Risk management: concepts and guidance. CRC Press, 2014. Hopkin, Paul. Fundamentals of risk management: understanding, evaluating and implementing effective risk management. Kogan Page Publishers, 2014. McNeil, Alexander J., Rdiger Frey, and Paul Embrechts. Quantitative risk management: Concepts, techniques and tools. Princeton university press, 2015. Filatova, Tatiana. "Market-based instruments for flood risk management: a review of theory, practice and perspectives for climate adaptation policy." Environmental science policy 37 (2014): 227-242. Corob, M., G. Rezes, L. Beesmyer, E. Papendick, T. Richardson, and R. Boyd. "Developing a strategic plan for the FW Olin library at Mills College, part one: Mission, vision value statements, environmental scan, and SWOT analysis." San Jose State University: School of Library and Information Science (2013). Benjamin, Martin. 2013.Project Risk Management. [Place of publication not identified]: Emereo Publishing. Chapman, C. B, Stephen Ward, and C. B Chapman. 2012.How To Manage Project Opportunity And Risk. Chichester, West Sussex: Wiley. Christoffersen, Peter F. 2012.Elements Of Financial Risk Management. Amsterdam: Academic Press. Gaudenzi, Barbara and Antonio Borghesi. 2012.Risk Management. Milan: Springer. Jefferson, Laura, Karen Bloor, Yvonne Birks, Catherine Hewitt, and Martin Bland. "Effect of physicians gender on communication and consultation length: a systematic review and meta-analysis." Journal of health services research policy 18, no. 4 (2013): 242-248. Beringer, Claus, Daniel Jonas, and Alexander Kock. "Behavior of internal stakeholders in project portfolio management and its impact on success." International Journal of Project Management 31, no. 6 (2013): 830-846. "Raffles-Education-Corporation.Com". 2016.Raffles-Education-Corporation.Com. https://raffles-education-corporation.com/images/Investor/AnnualReport/ar2014.pdf. Pinto, C. Ariel. 2015.Operational Risk Management. Momentum Press. Gupta, Aparna. 2014.Risk Management And Simulation. Boca Raton: Taylor Francis. "Raffles Education Corporation". 2016.Raffles-Education-Corporation.Com. https://raffles-education-corporation.com/InvestorRelations.html. Hopkinson, Martin. 2011.The Project Risk Maturity Model. Farnham, Surrey, England: Gower. Voegtli, Cinda and Laura Erkeneff. 2011.#Risk Management Tweet. Cupertino, Calif.: Thinkaha. Hampton, John J. 2011.The AMA Handbook Of Financial Risk Management. New York: American Management Association. Walker, Russell. 2012.Winning With Risk Management. Singapore: World Scientific. Hopkin, Paul. 2012.Fundamentals Of Risk Management. London: Kogan Page. "Raffles-Education". 2016.Raffles-Education. https://raffles-education-corporation.com/images/Investor/AnnualReport/ar2015.pdf. Lim, Stephen S., Theo Vos, Abraham D. Flaxman, Goodarz Danaei, Kenji Shibuya, Heather Adair-Rohani, Mohammad A. AlMazroa et al. "A comparative risk assessment of burden of disease and injury attributable to 67 risk factors and risk factor clusters in 21 regions, 19902010: a systematic analysis for the Global Burden of Disease Study 2010."The lancet380, no. 9859 (2013): 2224-2260. McNeil, Alexander J., Rdiger Frey, and Paul Embrechts. Quantitative risk management: Concepts, techniques and tools. Princeton university press, 2015. Suter II, Glenn W. Ecological risk assessment. CRC press, 2016. Rausand, Marvin. Risk assessment: theory, methods, and applications. Vol. 115. John Wiley Sons, 2013. Paustenbach, Dennis J., ed.Human and Ecological Risk Assessment: Theory and Practice (Wiley Classics Library). John Wiley Sons, 2015. Tbs-Sct.Gc.Ca. Accessed June 25 2016 Pritchard, Carl L., and PMI-RMP PMP. Risk management: concepts and guidance. CRC Press, 2014. Wu, R. Ryanne, Rachel A. Myers, Catherine A. McCarty, David Dimmock, Michael Farrell, Deanna Cross, Troy D. Chinevere, Geoffrey S. Ginsburg, and Lori A. Orlando. "Protocol for the Implementation, adoption, and utility of family history in diverse care settings study." Implementation Science 10, no. 1 (2015): 1. Reiffel, James, Atul Verma, Jonathan L. Halperin, Bernard Gersh, Selcuk Tombul, John Carrithers, Lou Sherfesee, and Peter Kowey. "Rationale and design of REVEAL AF: a prospective study of previously undiagnosed atrial fibrillation as documented by an insertable cardiac monitor in high-risk patients." American heart journal 167, no. 1 (2014): 22-27. Qaseem, Amir, Robert Centor, Andrew Dunn, David W. Baker, Robert M. Centor, J. Thomas Cross, M. D. Hopkins et al. "Screening, Monitoring, and Management of Chronic Kidney Disease: Review of the Performance Measures by the Performance Measurement Committee of the American College of Physicians." (2014). Kroman, Sarah L., Ewa M. Roos, Kim L. Bennell, Rana S. Hinman, and Fiona Dobson. "Measurement properties of performance-based outcome measures to assess physical function in young and middle-aged people known to be at high risk of hip and/or knee osteoarthritis: a systematic review."Osteoarthritis and cartilage22, no. 1 (2014): 26-39. Stefani, Lorraine. "Performance measurement for academic development: risk or opportunity?." International Journal for Academic Development 18, no. 3 (2013): 294-296.

Urban Dwellers In Plainsfield, Pennsylvania Essays -

Urban Dwellers In Plainsfield, Pennsylvania Urban Dwellers in Plainfield, Philadelphia Plainfield's earliest settlers, like many others who pioneered this country, were seeking religious and political freedoms denied them in their own countries. By 1685, seven families (whose name identify them as all good Scots) established farms along the Cedar Brook. But long before the arrival of the first settlers, Indians had frequented the area in their travels between the Hudson and Delaware rivers. Those living in the Plainfield area were the Watchungs, part of the Lenni-Lenape tribe. They encamped along the Green Brook and in the areas of the Watchung and Park avenues, and Grant and Clinton avenues. The trails they marked out hundreds of years ago ran through the heart of our city. When the railroad was built in the 1800's, it followed that old Indian cut-off to the sea. The new settlement was named Milltown, a reference to the gristmill, which was built in 1760 on the Green Brook, near what is now Watchung Avenue. In 1788, the Quakers moved their Friends Meeting House from the original site near what is today the Plainfield Country Club, to the corner of Watchung Avenue and East Third Street where it remains as one of the historical landma rks of the city. Although the Plainfield area was mostly open farmland with a population of only about 50, it was considered of sufficient military importance during the Revolutionary period to warrant a large militia post. On April 1, 1800, a post office was established and the name of the growing community (pop. 215) was changed to Plainfield, appropriate to the gently rolling fields of the area. Plainfield at this time consisted of one Presbyterian church, one Baptist and one Methodist church, two Friend's meeting houses (Hick site and Orthodox), two grist mills, one saw mill, four stores, thirteen master hatters, who manufacture about $74,000 worth of hats annually; five master tailors, employing 70 hands, which work for the southern market; a fire engine, and company, a mutual insurance company. As with many other urban communities, Plainfield's growth followed completion of the railroad in 1838 when service was provided between Elizabethtown and Plainfield. The traveler reached New York by boarding a boat at Elizabethport. With improvement t of railway service, Plainfield became a commuter town for New York. Many urban dwellers that came to spend their summers and vacations in the country stayed to build their homes there. By the late 1860's some wooded residences were being converted into stores. The block from Somerset Street to Grove Street on West Front S treet boasted one brick building in 1869, but no lighted or paved streets. By 1884, the railroad had greatly changed Plainfield. The grist mill and farm life were being replaced by industries such as hats, clothing, carriages, printing and other manufacturing. In the post-Civil War period, two major changes took place in Plainfield's appearance. Use of macadam upgraded the main streets and the main business section began to shift from the North Avenue area to Front Street between Cherry Street (now Park Avenue) and Peace Street (now Watchung Avenue). Originally a part of Elizabeth and Westfield townships, Plainfield became it own township on March 4, 1847. In 1862 Western Union opened a branch office and by 1883 the first telephone pole station was established. The Plainfield Gas Light Company opened its plant in 1860 and the Plainfield Electric Light Company started business in 1886. Public Service Corporation of New Jersey was organized in May 1903 and became the Public Service El ectric and Gas Company, which serve the city today. In conclusion, urbanization in the revolution era for Plainfield has grown and changed dramatically. The revolution has affected many different areas and Plainfield is just one example of this. History

How to Write an Argumentative Essay on Fast Food Nation by Eric Schlosser

How to Write an Argumentative Essay on Fast Food Nation by Eric Schlosser An argumentative essay is usually assigned to help a student develop critical reading and thinking skills. Instructors rely on them to teach how to use evidentiary support to develop a logically sound thesis/claim. An argumentative essay presents a balanced view of a topic. If you are assigned with a topic that is relatively controversial and incites strong levels of support or opposition, for example writing about the book â€Å"Fast Food Nation† by Eric Schlosser, you will find lots of for and against claims. It is your job to read the primary source material (in this case, the book), examine all the evidence presented, form an opinion about it, and then present it in a logically structured and coherent manner. This handy guide will provide you with an outline and detailed instructions about the sections your instructor will expect to see in your argumentative essay. However, if your instructor has given you a specific outline, the rules of that will supersede the following outline. An argumentative essay consists of six major sections. Each plays a role in forming the overall frame of your essay. We will examine each part separately and provide detailed instructions on how and what to write in each part. Introduction You should state what your paper is about and then include information about the literary work, issue or theory you plan to address. Finally, state your major claim/argument/thesis in this section. Try to make it interesting and captivating. Background Paragraph Devote one or two paragraphs to lay the foundations for the evidence you will state in the next section. Define key terms, theories, and any other background knowledge you think is relevant. Supporting Evidence Paragraphs Traditionally three to five paragraphs long, this section is where you will back up your claim with evidentiary support. Write a strong topic sentence and then explain the topic sentence in detail. Next, introduce the evidence (write the source of information) and state the information. The next sentence should explain the significance of the evidence and clarify what it means. Finally, add a concluding sentence that restates your original point. Counterclaim This is a paragraph where you explore the opposing parts of the claim you made. Try to imagine what arguments the reader might use against your original claim, state these, and then refute them. The ending sentence should reassert your original argument. Rebuttal Restate your overall thesis and the supporting argument you presented. This basically reminds readers of your overall position on the issue. Make sure to provide a lot of evidence to strengthen your argument. Conclusion The conclusion serves as the last chance to state your argument. Use clear, direct and concrete language to make sure you leave a lasting impression on the reader. State the significance of your thesis and then restate your main argument. Presenting things in an organized manner will help your instructor follow your line of argument with ease and see your point all the more clearly. In any form of academic writing, clarity of language comes once the student has clarity of thought. So, remember to do adequate background research and state things directly to come up with a grade A essay. If this guide was helpful to you then you might want to also check our 10 facts on Fast Food Nation for an argumentative essay as well as 20 topics 1 and sample essay about it.

Biography of John Gibbon, Heart-Lung Machine Inventor

Biography of John Gibbon, Heart-Lung Machine Inventor John Heysham Gibbon Jr. (Sept. 29,  1903–Feb. 5, 1973) was an American surgeon who was widely known for creating the first heart-lung machine. He proved the efficacy of the concept in 1935 when he used an external pump as an  artificial heart  during an operation on a cat. Eighteen years later, he performed the first successful open-heart operation on a human using his  heart-lung machine. Fast Facts: John Heysham Gibbon Known For: Inventor of the heart-lung machineBorn: Sept. 29,  1903 in Philadelphia, PennsylvaniaParents: John Heysham Gibbon Sr., Marjorie YoungDied: Feb. 5, 1973 in Philadelphia, PennsylvaniaEducation: Princeton University, Jefferson Medical CollegeAwards and Honors: Distinguished Service Award from International College of Surgery, fellowship from Royal College of Surgeons, Gairdner Foundation International Award from University of TorontoSpouse: Mary HopkinsonChildren: Mary, John, Alice, and Marjorie Early Life of John Gibbon Gibbon was born in Philadelphia, Pennsylvania, on Sept. 29, 1903, the second of four children of surgeon John Heysham Gibbon Sr. and Marjorie Young. He earned his B.A. from  Princeton University in Princeton, New Jersey, in 1923 and his M.D. from Jefferson Medical College in Philadelphia in 1927. He completed his internship at Pennsylvania Hospital in 1929. The following year, he went to Harvard Medical School as a research fellow in surgery. Gibbon was a sixth-generation physician. One of his great-uncles, Brig. Gen. John Gibbon, is memorialized by a monument to his bravery on the Union side in the Battle of Gettysburg, while another uncle was a brigade surgeon for the Confederacy in the same battle. In 1931 Gibbon married Mary Hopkinson, a surgical researcher who was an assistant in his work. They had four children: Mary, John, Alice, and Marjorie. Early Experiments It was the loss of a young patient in 1931, who died despite emergency surgery for a blood clot in her lungs, that first stirred Gibbons interest in developing an artificial device for bypassing the heart and lungs and allowing for more effective heart surgery techniques. Gibbon believed that if doctors could keep blood oxygenated during lung procedures, many other patients could be saved. While he was dissuaded by all with whom he broached the subject, Gibbon, who had a talent for engineering as well as medicine, independently continued his experiments and tests. In 1935, he used a prototype heart-lung bypass machine that took over cardiac and respiratory functions of a cat, keeping it alive for 26 minutes. Gibbons World War II Army service in the China-Burma-India Theater temporarily interrupted his research, but after the war he began a new series of experiments with dogs. For his research to proceed to humans, though, he would need help on three fronts, from doctors and engineers. Help Arrives In 1945, American cardiothoracic surgeon Clarence Dennis built a modified Gibbon pump that permitted a complete bypass of the heart and lungs during surgery. The machine, however, was hard to clean, caused infections, and never reached human testing. Then came Swedish physician Viking Olov Bjork, who invented an improved oxygenator with multiple rotating screen discs over which a film of blood was injected. Oxygen was passed over the discs, providing sufficient oxygenation for an adult human. After Gibbon returned from military service and restarted his research, he met Thomas J. Watson, CEO of International Business Machines (IBM), which was establishing itself as a premier computer research, development, and manufacturing firm. Watson, who was trained as an engineer, expressed interest in Gibbons heart-lung-machine project, and Gibbon explained his ideas in detail. Shortly thereafter, a team of IBM engineers arrived at Jefferson Medical College to work with Gibbon. By 1949, they had a working machine- the Model I- that Gibbon could try on humans. The first patient, a 15-month-old girl with severe heart failure, didnt survive the procedure. An autopsy later revealed that she had an unknown congenital heart defect. By the time Gibbon identified a second likely patient, the IBM team had developed the Model II. It used a refined method of cascading blood down a thin sheet of film to oxygenate it rather than the whirling technique, which could potentially damage blood corpuscles. Using the new method, 12 dogs were kept alive for more than an hour during heart operations, paving the way for the next step. Success in Humans It was time for another try, this time on humans.  On May 6, 1953, Cecelia Bavolek became the first person to successfully undergo open-heart bypass surgery with the Model II totally supporting her heart and lung functions during the procedure. The operation closed a serious defect between the upper chambers of the 18-year-olds heart. Bavolek was connected to the device for 45 minutes. For 26 of those minutes, her body totally depended upon the machine’s artificial cardiac and respiratory functions. It was the first successful intracardiac surgery of its kind performed on a human patient. By 1956 IBM, well on its way to dominating the fledgling computer industry, was eliminating many of its non-core programs. The engineering team was withdrawn from Philadelphia- but not before producing the Model III- and the huge field of biomedical devices was left to other companies, such as Medtronic and  Hewlett-Packard. That same year, Gibbon became the Samuel D. Gross professor of surgery and head of the surgery department at Jefferson Medical College and Hospital, positions he would hold until 1967. Death Gibbon, perhaps ironically, suffered from heart trouble in his later years. He had his first heart attack  in July 1972 and died of another massive heart attack while playing tennis on Feb. 5, 1973. Legacy Gibbons heart-lung machine undoubtedly saved countless lives. He is also remembered for writing a standard textbook on chest surgery and for teaching and mentoring countless physicians. Upon his death, the Jefferson Medical College renamed its newest building after him. Over his career, he was a visiting or consulting surgeon at several hospitals and medical schools. His awards included the Distinguished Service Award from the International College of Surgery (1959), an honorary fellowship from the Royal College of Surgeons in England (1959), the Gairdner Foundation International Award from the University of Toronto (1960), honorary Sc.D. degrees from  Princeton University  (1961) and the University of Pennsylvania (1965), and the Research Achievement Award from the American Heart Association (1965). Sources Dr. John H. Gibbon Jr. and Jeffersons Heart-Lung Machine: Commemoration of the Worlds First Successful Bypass Surgery. Thomas Jefferson University.John Heysham Gibbon Biography. Engineering and Technology History Wiki.John Heysham Gibbon, 1903-1973: American Surgeon. Encyclopedia.com

Human Reasorce Mangment Essay Example | Topics and Well Written Essays - 2000 words

Human Reasorce Mangment - Essay Example All this is deemed to be in tune with the specific requirements of the organization (Bloisi, 2007). Before the review and after Caf Co adopted its new outlook of its human resource management, its human resource management had a number of similarities with its new outlook on human resource management. One of the similarities was that Caf Co recognized its personnel as the most important asset of the company and to this end various amendments were made to benefit the workforce of the caf. There was also the aspect that the human resource of the organization was deemed as a very important channel of the caf achieving its objectives and goals and this played a very important part in ensuring that the personnel were well trained and recruited to ensure that they met their objectives. This brought about the similarity that the personnel of the organization were well trained and also that new employees were well recruited before joining the organization. There was also the fact that the employees were handpicked from the best selection the market had to offer and old employees were subj ected to refresher course at a certain period. This method of human resource management can be classified as the classical form of human resource management (Marchington, 2005). When Caf Co adopted its new human resource management, the human resource though being deemed as one o... When this perspective was undertaken by the organization, the human resource of the organization started receiving extra benefits which were deemed as motivators for the personnel to accomplish their objectives and also realize their targets. To this effect the benefits were awarded to various individuals who showed that they were capable of achieving the 4Cs which denotes competence, congruence, competence and cost effectiveness. This new outlook by Caf Co indicated that they had adopted the Harvard human resource management which advocates for these policies to be implemented by any organization (Bloisi, 2007). 2. Necessity of more responsibility in the line management It is important for the management of any organization to portray a high degree of responsibility in their human resource management. This is especially true to the line management because in this aspect the management is responsible for the administration of all human resource activities which when brought together plays an important part in ensuring the organizational output is well coordinated to meet the organization's objectives as well as targets. When the management portrays an attitude of more responsibility, the personnel will also view the various projects as very important and in turn will put more effort in ensuring that the objectives are met. The supervising role that the management will play will act as a motivator for the personnel to ensure that they submit a high quality results. This will in turn play a very important role in ensuring that the organization offers the clients high quality products and services and this will play a very important role in improving t he public outlook of the organization. In this respect, the sales base of the

Capriccio Research Paper Example | Topics and Well Written Essays - 1250 words

Capriccio - Research Paper Example For purposes of this brief analysis, Phillip Sparke’s work â€Å"Capriccio† will be analyzed. It is the understanding of this particular author that Sparke’s â€Å"Capriccio† represents many of the tell tale markers that music of the latter half of the 20th century engenders. Moreover, this short analysis will also integrate with an understanding of some of the primary influences that can be determined from a close listening and reflection upon Sparke’s â€Å"Capriccio†. Even though it might be convenient to assume that the most talented composers rely only upon their own ideas to create famous compositions, the fact of the matter is that many individuals, musicians, and former composers have a profound impact upon the way in which these composers integrate with the subject matter. Finally, from a technical and mechanical as well as theoretical understanding of music, the analysis will seek to draw inference upon the range of the instrumentat ion that is employed, the use of Marshall music, and the reintegration of neoclassicism and/or a greater emphasis and or focus upon harmony melody point and counterpoint. Firstly, with regards to the means by which the piece deviates from the traditional understanding of 20th and 21st century music, the listener quickly notes the complete and total absence of dissonance and/or abstraction within the music. Although the pioneers of early 20th-century music were keen on exhibiting the hopeless and often times and meaningless nature of the human condition through abstract means of musical expression, as with most friends and classical music, this approach has since become far less common. In the same means that baroque music is no longer composed, many of the themes and developments that abstraction and made so popular within the 20th century are now no longer realized within the current compositions (Ivry 13). More specifically within Sparke’s â€Å"Capriccio†, the liste ner is continually integrated with an understanding of a complex relationship between the melody played by the soprano cornet and the harmony which is played by the remainder of the brass instruments. Naturally, in order to keep the development and ideas presented fresh, trade-offs are made at various intervals with regards to the way that they soprano cornet assumes the role of playing harmony while the backup instrumentation within the other brass instruments briefly take on the melody (Altena 41). From a personal experience perspective, it must be noted that Phillip Sparke’s â€Å"Capriccio† integrated within this listener is strong level of remembrance and recognition with regards to the level of pollution and/or influence that the piece has with Aaron Copland’s â€Å"Appalachian Spring†. This cannot be said to cheapen or otherwise reduce the originality that is displayed within Sparke’s â€Å"Capriccio†; rather, it reinforces the previo usly mentioned understanding that a range of prior ideas, techniques, styles, and means are oftentimes illustrated within the works of later composers. Instead of taking away from the merits of such an original work, this can be seen as a means of paying tribute to some of the most influential members of the classical composing community. With regards to Copland, it comes as no surprise that Phillip Spark

Trauma and Grief in Australian Journalism Essay Example for Free

Trauma and Grief in Australian Journalism Essay Since November 22, 1800, when George Howe arrived in Australia and started production on Australias first newspaper, the Sydney Gazette, much has changed in the nation’s journalism industry (Morris, 2002). The rapid boost of information technology and advances in the Australia’s educational system brought forth a radical and innovative breed of young journalists, all too eager to partake in serving the community by divulging the truth. In present-day Australia, journalism takes course in virtually all aspects of daily living.   It thrives on reporting breaking events such as asbestos poisoning and backyard abortions, to bush fires in South Australia (Morris, 2002). The death and injury toll for journalists sent out to cover armed conflicts has never been higher (Feinstein, 2003) yet many media practitioners flock to the ‘biggest story going’ without wavering. Whether from the front line, embedded with invading forces, or entrenched down in a nuclear fallout shelter, journalists all say they have a sense of duty to their public, to tell the ‘real’ story, often without thinking about the toll getting that story can, does and will take on them personally (Feinstein, 2003). Reporters, especially those assigned in conflicts and disasters are as vulnerable to, and experience stress and trauma similar to that felt by traumatic event professionals, such as firefighters and combat soldiers (Hight, 1999). Foreign reporters often work alone in the field, with limited consular and often no physical support (Feinstein, 2003). The results can be tragic when stress rises to debilitating levels and goes untreated.   Journalists may abuse drugs or alcohol and struggle in their marriages and personal relationships. They may endure, often silently, such recurring problems as lack of sleep, hyper-arousal or emotional numbness (Place, 1992). Media men were always among the first to arrive in accidents and crime scenes, often ahead of the ambulance and lawmakers. They will be greeted with fresh casualties and survivors moaning in intolerable agony. Much more than this, they could witness those left behind, still shocked and stunned, whose agony seems insurmountable than those enduring physical pain. This causes the journalist, especially those who with more sensitive emotions, to feel the victims pain and loss as if it were their own (Hight, 1999). Journalists tend to conjure up isolation and guilt feelings and become anxious, thinking they too could experience such fate in the future.   From this stems loss of sleep and increased feelings of stress. Journalists usually encounter the wall of grief first at the beginning of their careers. With little or no training, they are assigned the police beat. They learn and gain experience by covering one tragedy. Victims coverage becomes a repetitive part of journalists careers that builds into more than just memories. (Hight, 1999). Distress from trauma builds up in a person after they experience an stressful event outside the range of normal every-day human experience, such as a serious threat to his/her life, physical integrity; or serious threat/harm to children, spouse, relatives or friends; more often for journalists, seeing another person seriously injured or killed in an accident or by physical violence (Feinstein, 2003).     Ã‚  Ã‚  Ã‚  The more traumatic experiences a person has the greater and longer lasting their feelings of stress, and anxiety and risk of stress educed mental health disorders (Hight, 1999). Post-Traumatic Stress Disorder (PTSD) is an anxiety disorder, or mental illness develops after exposure to a traumatic event or ordeal in which grave physical or mental harm occurred or was threatened (Creamer, Burgess, McFarlane, 2001).   Traumatic events that may trigger PTSD include but are not limited to violent assaults, natural disasters, terrorist attacks, vehicle accidents, rape, physical abuse and military combat, all of which are witnessed and/or reported on by journalists regularly (Creamer, Burgess, McFarlane, 2001).    PTSD sufferers have trouble functioning in their jobs and personal relationships and sufferer’s children can also be affected by their condition, reporting difficulty in school, becoming isolated and withdrawn from peers and developing phobias (Creamer, Burgess, McFarlane, 2001). PTSD affects people with varying degrees of severity, depending on the nature and number of traumatic experiences they have encountered and is diagnosed when symptoms last more than one month (Allen, 2003). Untreated, PTSD is unlikely to disappear (Allen, 2003). In Australia, university students taking up journalism courses are often told that PTSD exists and that they will have to cope up with grief/trauma but are seldom given practical coping skills as part of their degree/studies, with the exception of some top-ranking universities, such as the JSchool in Brisbane, Central Queensland University and University of the Sunshine Coast (Graduate Careers Australia, 2006). The present state of journalism education in Australia is disjointed. Institutions offering this discipline offer an impulsive mixture of practical training and professional concepts, from the realistic ones to the abstractions of mixed disciplines, such as art and theoretical sciences (Duckett, 2004). Large scale tertiary education began in the 1970s with the development of colleges of advanced education, such as the RMIT Advanced College, which sought to develop vocational streams of study. These colleges ultimately became universities, continuing their involvement in journalism education (Duckett, 2004). However, for a journalism student to be easily adaptable to the trauma he/she may experience in the field, university life should prepare him for the real challenge of the industry. Although many courses were established with industry approval and with some degree of industry control or input, the self-accrediting nature of Australian universities has seen a distancing of modern tertiary institutions from the news media industry (Henningham, 2003). This makes University journalism more of theoretical course, where students sit in a large lecture for two hours, and then afterwards, having a 30-minute tutorial where they’re one of 50 students. Reporters often work alone in the field, witnessing death, violence and enduring psychological and physical stresses without the support and security of home.   Unfortunately most Australian university degrees do not provide student journalists with adequate preparation and training for this unavoidable aspect of their jobs (Henningham, 2003). What we see is that many journalism degrees are very theoretical; they do have much academic rigor and critical thought which probably belongs in a degree. But the mistake is to think that will produce a work-ready journalist, because the two things are completely different. One is work training, I suppose, and the other is academic study. Theyre two completely different things. And I think the universities may have lost their way a little in their direction. Are they trying to offer trade courses or degrees? The two things are very different (Duckett, 2004). There is no guarantee that Australian journalists are really prepared and trained to cope with their role as witnesses to trauma and disseminator of information, analysis and opinion about it Journalism is a challenging and interesting career offering variety and diversity in work tasks and roles. In addition to a broad general comprehension and a thorough knowledge of current affairs, successful journalists should also have personal qualities such as determination and emotional resilience, and the ability to cope up with trauma, while preserving the necessary emotions in his/her stories, for most these skills do not come naturally and must be taught and developed (Harrison, 1999). Many journalists work long and irregular hours, with evening and late night work common. An assignment cannot be dropped just because a shift has finished; a journalist must see it through to the end. Often they are called back to work to cover an unexpected development, and they are frequently required to work when other people are not-at night, on weekends, on public holidays etc. The unusual work hours can make social life difficult. Besides the open-ended work hours, there are also pressures to meet tight deadlines and to ensure the facts presented are accurate. Despite scientific knowledge of trauma and PTSD for over twenty years, only in the past several years have major news organizations begun to establish programs to address work related trauma, grief and stress (Creamer, Burgess, McFarlane, 2001).   Progress has been made in the face of skepticism and resistance among many journalists and editors. Still, there are too few scientific studies of trauma and journalists, too few trauma services for journalists, and reluctant and slowly growing recognition of the effects grief and trauma has on journalists by news outlets (Creamer, Burgess, McFarlane, 2001). In many instances, journalists are unprepared for its impact, and they have limited knowledge and skills to cope with work related trauma. Journalism is far behind other professions, such as educational counselling and fire and police departments, in recognizing trauma as a serious issue that must be addressed. The myth still exists that journalists shouldn’t need trauma programs because journalists are supposed to be â€Å"tough as nails† (Place, 1992). When it comes to trauma, journalism sometimes appears to be one of the last â€Å"macho† professions (Place, 1992). Media companies profit on the talents of their journalists, so they should invest on maintaining their proper mental health and well-being. News companies can quite inexpensively develop effective trauma awareness and preparation programs and should acknowledge trauma as reality and a concern; not as an affliction of the weak or a career â€Å"stopper†.   News conglomerates must also regard trauma services as an essential part of staff well-being, similar to other programs such as workplace health and safety. Information, practical training, confidential counselling and de-briefing services should be made available to journalists by employers free of charge whenever they feel the need to access them.   Developing a policy on reporting crises, such as rotating reporters and peer de-briefing, could also prove helpful and is another strategy media outlets could easily implement with little economic or resource strain (Castle, 1999).   Media outlets must make trauma training part of their ongoing training for all their journalists to ensure they stay in the profession and do not burn out or develop damaging conditions such as PTSD. Peer support programs are not new to people who work in the front line emergency services. Police, ambulance, and other similar professionals who are first to arrive at scenes have received education and training to developed techniques for dealing with trauma and grief they inevitably encounter during their work (Castle, 1999). In the past people were told to make debriefing appointments with psychological professionals, however recent research has shown that peer de-briefing is much more effective, because it takes place in a much less formal, sterile way and has less stigma attached to it (Castle, 1999). Newsrooms are renowned for bravado, with journalist often saying â€Å"Im okay, Im tough, Im not affected†.   Those trained to recognize stress, and PTSD know one of the first signs of being affected is denial, and would see this as the first sign of a need for intervention. Peer support models from emergency services could be adapted and applied to Australian newsrooms to the benefit and success of Australian journalists as they have been to emergency workers (Place, 1992). This would see not only the journalists and camera people, trained to cope with grief and trauma but editors and telephone staff as well.   This way every member of the team can be of assistance in recognizing, and auctioning early interventions where necessary.   Training all members of the news room also means there will always be peer available to help and de-brief whenever the need arises. The first psychological study of war journalists, A Hazardous Profession: War, Journalists, and Psychopathology, was published in the American Journal of Psychiatry, September 2002. The study used self-report questionnaires and interviews to gather data from two groups: 140 war journalists and 107 journalists who had never covered war. The study concluded that war journalists have significantly more psychiatric difficulties than journalists who do not report on war. The study also found: Higher rates of alcohol use (14 units of alcohol per week; 7.6 for non-war reporters) †¢ Intrusive thoughts, replay of memories and hyper-arousal were common †¢ Low awareness of trauma †¢ Social difficulties, such as re-adjusting to civil society, reluctance to mix with friends, troubled relationships, and embarrassing startled responses The researchers recommended that these results should alert news organizations that significant psychological distress does occur in many war journalists and has devastating and significant impacts if untreated, as is sadly, often the case. Despite the fact many journalists, particularly war journalists suffer PTSD with similar severity as war veterans, the Australian government does not provide them with treatment programs similar to those established by the Department of Veterans’ Affairs (DFA) for   War veterans (DVA, www.dva.gov.au). DFA entitlements such as private psychiatric and allied health services, intensive treatment programs for PTSD and a range of individual and group services should be extended to media practitioners directly involved in covering armed conflicts and other disasters (DVA, www.dva.gov.au). Further, all journalists should be provided with free access to professional psychological helping services as part of their employment packages. When examining grief and trauma in journalism, focus should not be confined to the newsrooms and behind cameras. Journalism isn’t always about the journalists, it’s also about stories they write, and the people behind these stories. Unconsciously, a reporter’s intrusion into an event may be untimely, and the respondent may offer several and unexpected reactions. There are ethical issues that a journalist may wish to consider when reporting on traumatic events.   Adhering to the MEAA code of ethics (MEAA, www.alliance.org.au) and maintaining professionalism under pressure will ensure journalists are comfortable with their own actions when reflected upon and will help them deal with personal feelings of guilt, responsibility and doubt. Before interviewing a person who has witnessed trauma, or a victim of violence, it is important to think about whether it is strictly necessary to interview the person immediately.   They may be in shock, disoriented, or frightened.   They may feel either guilty or elated that they have survived if others have not. This means that they may not be thinking clearly when they are asked for an interview, and that undergoing the process may bring up some unexpected feelings, emotions and behaviors offensive or threatening to the journalist, grief and trauma training would prepare journalists for these potential situations and impart practical skills for dealing with such (Place, 1992). As an ethical and professional journalist, check what interviewees would like to achieve by speaking publicly about traumatic experiences. Practicing and student journalists alike need to move away from traditional ‘macho’ thinking regarding trauma and grief, it’s place in their work and the potential affects it can have on their lives.   They need to understand that stress, anxiety and PTSD are real and that no matter how burning their desire to disseminate the truth or the story, they are not superhuman and that it is normal and ok to seek/receive help.   Journalists, as professionals need to be trained and alert to the symptoms and physical and psychological dangers grief and trauma of their work brings into their lives. Ten years ago a lot of veteran war correspondents and editors laughed at the idea that reporters should go for safety training; should go put on flak jackets and practice being shot at and stuff like that, however it has since been proven that such training is not only beneficial, it is lifesaving (Place, 1992). Psychiatry is a healing art, applied to individuals who suffer. There is no common path to healing after enduring human cruelty. But most individuals who do recover enough hope and worth to enjoy existence find meaning in their lives -and meaning in life itself. They escape that literal, factual and shattering treatment of personal reality. Most find the creation of life-enhancing myth a preferable alternative to existential despair. Many employ denial, delusion, and dissociation along the way. Therapists often help victims avoid intolerable memory (Ochberg, 1999). Journalism is not a healing art, but rather our best effort at undistorted perception of reality. It is neither psychiatry nor myth-making. It is the telling of those traumatic events, making a channel for the exit of those emotions, and arranging these stories into tangible aids for the future (Ochberg, 1999). Paradoxically, an energizing element of trauma,   is that can offer   transformative healing for individuals, such as the case with peer debriefing, as it can also offer for society at large (Place, 1992). As the medias role has expanded, its responsibility to media practitioners has expanded.   As academics and business leaders continue to understand and recognize the powerful influence of the mind, the medias responsibility to incorporate new knowledge regarding mental health and journalist wellbeing also expands. This is an invitation to put trauma, its impact, and the ability to be healed and transformed through it on the global agenda and to bring its awareness to the ones who are more frequently subjected to it, whether due to his/her course of living (such as the media men, etc.) or due to some unavoidable circumstances of nature. The media mirrors society and society mirrors the media. This interrelationship takes on a more pointed meaning when related to trauma. Media members, trauma researchers, and clinicians are invited to engage in dialogue on the expanding field of trauma knowledge. The media are the eyes, ears, and voice of our collective body. We must trust them; support them to cope so they can continue their roles as disseminators of truth, information, corporate/government watchdogs, and of course, the fourth estate. References    A Hazardous Profession: War, Journalists, and Psychopathology, American Journal of Psychiatry, September 2002 Anthony Feinstein 2003, Dangerous Lives: War and the Men and Women Who Report It, October 1, 2003 Australian Broadcasting Tribunal 1990, Violence on television, Sydney: ABT Creamer M, Burgess P, McFarlane AC 2001. Post-traumatic stress disorder: findings from the Australian National Survey of Mental Health and Well-being. Psychol Med 2001; 31: 1237-1247. Di Powell 1990, â€Å"Media Intrusion into Grief†, Media Information Australia, No.57, August, pp.24–29 Frank Morris 2002, â€Å"The birth of the book in Terra Australis†, April 26, 2002 Frank M. Ochberg, MD 1999, â€Å"Three Acts of Trauma News â€Å", Sacred Bearings Journal, April, 1999 Joe Hight 1999, Journalists who cover victims risk hitting The Wall , Daily Oklahoman , (Spring 1999) John Henningham 2003, Journalism sold short in media courses, The Australian (Media section), 23 October 2003 Lucinda Duckett 2004, Journalism Education: Cultures of Journalism/Lifelong Learning series, Radio National, Australian Broadcasting Corporation, 26 June 2004 MEEA Code of Ethics, http://www.alliance.org.au/tech-support.html Nic Place 1992, â€Å"Journalists and trauma: The need for counselling†, Australian Studies in Journalism, Vol.1, pp.113–158 Phillip Castle 1999, â€Å"Journalism and trauma: Proposals for change†, AsiaPacific MediaEducator, Issue No. 7, July-December Shirley Harrison 1999, Disasters and the Media: Managing Crisis Communications, Macmillan, London .