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 .

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Whenever one thinks of travel and tourism, pleasant images of relaxing on the beach, strolling through colorful neighborhoods, or hiking through a landscape of awe-inspiring natural beauty, may come to mind. Travel and tourism--encompassing transportation, catering, accommodations, recreation and services for travelers--is actually the world's largest industry and generator of millions of jobs. Tourism contributes a lot of foreign exchange to the country. -Provides jobs directly in the Tourism Industry and indirectly in supporting Industries like agriculture, manufacturing and merchandising. - It opens the country to the outside world. Also, tourism has influence on tourist's Religious viewpoints, seeing place which is some religious root, surely strengthens pilgrim’s faith. -Tourism industry is the backbone of any country's economic position. It provides foreign exchange earnings to the destination country, generates new employment avenues to the native of the country, and raises the living conditions of the citizens of the country. -It will be helpful in raising the GDP of the country. -Self-employment gives a new boost to the country. -Cultural exchange is also possible only through tourism. -Preservation of heritage is the key issue of tourism. Tourism in Egypt: Egypt has always been a popular destination of tourism worldwide. It is not only the pyramids that make this country a major tourism spot, but also, The celebrated tourist attractions of Egypt are the millennia-old monuments for which the Nile Valley is world famous. Principal among them are the Pyramids and Great Sphinx at Giza, the Abu-Simble temples south of Aswan and the Karnak Temple Complex and Valley of the Kings near Luxor. Cairo also boasts the Cairo Mus... ...stination. As a result, New tourism niche areas, such as sports tourism, health and therapeutic tourism, shopping tourism and residential tourism, has evolved of ongoing efforts to upgrade the quality of the industry. During our vacation in sharm el sheikh we decided to contact the hotel manager to try to understand how this industry work , Sharm Holiday hotel and resort is 4 stars hotel located in Naama Bay with 289 Rooms ,2 swimming pools , health club ,no direct access to beach you can move with hotel shuttle bus 3 minute to the beach , managed by the owners ( attached 1 hotel fact sheet ) From the first day of arrival we notice that every one is welcoming you ( guest relation , animation team , service staff & housekeeping ) so the General manager clarify that hotels is a hospitality industry and we have to meet or exceed your expectation during your stay

Master of Business Administration program at Georgia State University

I have chosen the flexible Master of Business Administration program at Georgia State University because it offers the best academic and skills training that would help me become better at what I do. At present I am interested in learning communication and analytical skills, how to be decisive and the importance of teamwork. I believe that these skills are necessary for the success of my career as a financial accountant and I know that I would be able to learn this through the challenging curriculum of Robinson College.Work experience is necessary for real life application, but education broadens one’s thinking and perspectives. My main reason for pursuing an MBA is because I want to further myself in the accounting field. Through the training of the MBA program I will be equipped with the skills that would allow me to help businesses expand in their operations while focusing on management and employee connections.Personally I believe that I have the leadership skills and the creative perspective for growth to be successful in my chosen career but I am also aware that I lack the educational background. By enrolling in the MBA program of Georgia State University and practicing my profession, I know that I would be able to become a financial advisor wherein I could help clients increase their revenues by using internal assessments and other strategies. I hope to become a financial accountant in the future and work on financial analysis and prepare fiscal reports.Through several work experiences I realized that I could do anything I set my mind to accomplish; that through hard work and determination I could rise from a party coordinator to manager. I also learned that a successful business enterprise is possible if there is honesty and complete customer satisfaction. I have had the opportunity to work as a Payroll and Tax Specialist, and here I have learned that customer satisfaction and the highest quality service is the best way to develop customer loyalt y.All of these experiences have no doubt enriched my professional career but I also know that I need to learn more about this field of specialization and I am most happy when I am learning something new. I know that I belong to Georgia State’s MBA program; it has the right balance of academic and practical training that appeals to me. My contributions to the university will be my collective perspective, my determination to succeed and moral character. My degree in Bachelors in Family and Consumer Sciences has imbued me with the knowledge and sensitivity to understand people.By becoming a member of the MBA program I will bring with me this humanitarian perspective and help influence other business professionals to do the same. I am determined to finish this degree and I am prepared to give my best in accomplishing the requirements of the course and to actively participate in each class. The strong business ethics and professional accountability of Robinson College is the best place to foster and develop my skills and personality.

Lost in Yonkers and One Flew over the Cuckoo’s Nest Critical Lens

The Unintentionally Hero Umberto Eco once wrote, â€Å"A real hero is always a hero by mistake†¦ † This quotation means that when a person doesn't intentionally try to be a hero, but results in being the hero, is a true hero. I agree with this quotation, as it holds true in life and in literature. Both Lost In Yonkers by Neil Simon and One Flew Over the Cuckoo's Nest by Ken Kesey, support that heros are those who act bravely upon themselves and not those who act the way to become the hero. Lost In Yonkers is a story about a father, Eddie, who has to leave his two sons with his mother for care. He has to leave because he borrowed a mass amount of money from a loan shark to pay for his wife's medical bills. Eddie tells his boys, â€Å"The doctors, the hospital, cost me everything I had†¦ And everything I didn't have†¦ And finally it cost me everything i was going to have†¦ I was broke and I went into debt†¦ Into hock†¦ Only I didn't have anything left to hock†¦ So i went to a man†¦ A shylock, they call him†¦ A loan shark. † A loan shark is a person who specializes in marking loads to desperate people. Eddie couldn't have gone to the bank because the bank would of refused or asked for interest or for collateral, all of which Eddie can't afford. A shylock doesn't need collateral. His collateral is your desperation. When Eddie got the money form the Shylock, a clock starts. When the clock is up, the Shylock expects his money and if the money isn't there, lives will be taken instead. The only way for him to pay back the Shylock was to take a job selling scrap iron; however, the job requires a lot of traveling. The only way for him to take the job was to leave his sons. It is revealed in the dialogue the misery he feels. He loves his sons tremendously and feels awful that he has to leave them for nine months. He says, â€Å"I'm not asking for myself. I'm asking for my boys. For my boys, I'll be obligates,† to Jay and Arty. In this dialogue passage, he shows that for his boys, he'll do anything. Eddie is being a true hero by stepping up to the plate and taking action for his early acts. He goes into deep debt by trying to save his wife, and now he has to risk his life to save his boys. He might not realize that he is a hero, but his actions justify the means. In One Flew Over the Cuckoo's Nest, a man named Randle McMurphy becomes another victim in the mental ward under the control of Nurse Ratched, or also known as the Big Nurse by the other mental patients. Randle comes into the hospital ready to rebel and start a riot. At their daily group therapy session, Randle asks Nurse Ratched, â€Å"†¦ remember that vote we had a day or so back–about TV time? Well, today's Friday and I thought I might just bring it up again, just to see if anybody else has picked up a little guts. † The vote was regarding about the patients and how they wanted to watch the World Series during TV time. The conflict is, Nurse Ratched doesn't want the patients to have control. She likes to be in control. Once again, she wins the vote. At the climax of the first half of the book, Nurse Ratched lose her temper. Randle looks at the time and he realizes it's time for the game. He â€Å"drags his armchair out to in front of the TV set, then switches on the set and sits down,† even though he lost the vote. The Big Nurse looks at Randle and then goes to the control room and flips a switch which causes the TV picture to swirl back into the gray. Even though this all happened, Randle is stilly sitting there. Nurse Ratched goes up to him and says, â€Å"I said, Mr. McMurphy, that you are supposed to be working during these hours,† in a tight voice. This is where she loses her temper. As she is warning Randle, other patients of the mental ward goes to grab a chair and pulls in next to Randle. Her last words were, â€Å"You men-Stop this. STOP! † before she was just like the rest of them, crazy. By hitting this climactical point, it shows that Randle McMurphy can really do anything he wishes. These two scenes where he stood up for what he wanted and what the other patients wanted showed that he is a hero. It may not be the genetically typically hero from some TV show, but a hero indeed. He fought for him and the other victims to be able to watch the World Series on TV but to be shut down by Nurse Ratched. Normally, no patient would even dare to suggest or question the Big Nurse. Randel stood up and stepped up. Also, when he dragged the chair in front of the TV, it showed he was not ready to be defeated so easily. He didn't do these things to be a hero, but he did those things because he believe it was the right thing to do. What you see is what you get–we see Randle being a leader and brave and that is what we get. â€Å"A real hero is always a hero by mistake†¦ † means that people who unintentionally become the hero in the end are the true heros rather than those who try to become the heros with their actions. I agree much with this quotation for it holds true in life and literature. Eddie was a true hero in Lost In Yonkers and Randle was a true hero in One Flew Over the Cuckoo's Nest.

This is a creative writing piece about the differences between me and my sister entitled Ten Years Later.

This is a creative writing piece about the differences between me and my sister entitled Ten Years Later. Ten Years LaterMy older sister was always late in the mornings, and every day I waited on the couch next to the door, counting the hundreds of seconds until she was ready. I waited, dressed, with my bright pink backpack secured, my shoes tied, and my coat zipped. I watched her run around the house, looking for a last minute snack, or sometimes finishing her homework. It puzzled me that no matter how early she woke up, she was still always late. Finally, she would open the door, and together we would sprint down the street to the bus stop, where we would be the last two kids on the bus. I resented her for making me sit in the front row, and I was determined to convince my parents that I was old enough to go by myself. They didn't give in for two years, until I reached second grade.Kitchen and staff, Windsor Hotel, Montreal, QC, 19...For the first week, my sister walked with me. It wasn't intentional, but by the time I reached the end of the driveway, she caught up to me and we would w alk side by side. The following week, when Lana abandoned her resolution to be on time, I left my house alone. As I turned the corner, I confirmed her absence, and began my walk in solitude. It wasn't far, not more than a quarter of a mile, and there was plenty of time to spare. Yet I walked briskly at first, and then I began to run. Afraid of looking behind me, I dashed to the end of the street. Sobbing, I stood alone, until the others gradually found their way to the bus stop.I refused at first to admit that I didn't know what to do with my newfound liberty. I wished that it would...

Battle of Fort Sumter in the American Civil War

Battle of Fort Sumter in the American Civil War The Battle of Fort Sumter was fought April 12-14, 1861, and was the opening engagement of the American Civil War. In the wake of President Abraham Lincolns election in November 1860, the state of South Carolina began debating secession. On December 20, a vote was taken in which the state decided to leave the Union. Over the next several weeks, South Carolinas lead was followed by Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas. As each state left, local forces began seizing federal installations and property. Among those military installations to hold out were Forts Sumter and Pickens in Charleston, SC and Pensacola, FL. Concerned that aggressive action could lead the remaining slave states to secede, President James Buchanan elected not to resist the seizures.   Situation in Charleston In Charleston, the Union garrison was led by Major Robert Anderson. A capable officer, Anderson was a protà ©gà © of General Winfield Scott, the noted Mexican-American War commander. Placed in command of the Charleston defenses on November 15,1860, Anderson was a native of Kentucky who had formerly owned slaves. In addition to his even temperament and skills as an officer, the administration hoped his appointment would be viewed as a diplomatic gesture. Arriving as his new post, Anderson immediately faced heavy pressure from the local community as he attempted to improve the Charleston fortifications. Based at Fort Moultrie on Sullivans Island, Anderson was dissatisfied with its landward defenses which had been compromised by sand dunes.   Nearly as tall as the forts walls, the dunes could have facilitated any potential attack on the post. Moving to have the dunes cleared away, Anderson quickly came under fire from the Charleston newspapers and was criticized by city leaders. Forces and Commanders Union Major Robert Anderson85 men Confederate Brigadier General P.G.T. BeauregardAbout 500 men A Near Siege As the final weeks of the fall progressed, tensions in Charleston continued to rise and the garrison of the harbor forts was increasingly isolated. Additionally, the South Carolina authorities placed picket boats in the harbor to observe the activities of the soldiers. With the secession of South Carolina on December 20, the situation facing Anderson grew more grave. On December 26, feeling that his men would not be safe if they remained at Fort Moultrie, Anderson ordered them to spike its guns and burn the carriages. This done, he embarked his men in boats and directed them to sail out to Fort Sumter. Located on a sand bar at the mouth of the harbor, Fort Sumter was believed to be one of the strongest fortresses in the world. Designed to house 650 men and 135 guns, construction of Fort Sumter had begun 1827 and was still not complete. Andersons actions enraged Governor Francis W. Pickens who believed that Buchanan had promised that Fort Sumter would not be occupied. In actuality, Buchanan had made no such promise and had always carefully crafted his correspondence with Pickens to allow maximum flexibility of action in regard to the Charleston harbor forts. From Andersons standpoint, he was simply following orders from Secretary of War John B. Floyd which instructed him to shift his garrison to whichever fort you may deem most proper to increase its power of resistance should fighting commence. Despite this, the leadership of South Carolina viewed Andersons actions to be a breach of faith and demanded that he turn over the fort. Refusing, Anderson and his garrison settled in for what essentially became a siege. Resupply Attempts Fail In an effort to resupply Fort Sumter, Buchanan ordered the ship Star of the West to proceed to Charleston. On January 9, 1861, the ship was fired upon by Confederate batteries, manned by cadets from the Citadel, as it attempted to enter the harbor. Turning to depart, it was hit by two shells from Fort Moultrie before escaping. As Andersons men held the fort through February and March, the new Confederate government in Montgomery, AL debated how to handle the situation. In March, newly elected Confederate President Jefferson Davis placed Brigadier General P.G.T. Beauregard in charge of the siege. Working to improve his forces, Beauregard conducted drills and training to teach the South Carolina militia how to operate the guns in the other harbor forts. On April 4, having learned that Anderson only had food to last until the fifteenth, Lincoln ordered a relief expedition assembled with an escort provided by the US Navy. In an attempt to ease tensions, Lincoln contacted South Carolina Governor Francis W. Pickens two days later and informed him of the effort. Lincoln stressed that as long as the relief expedition was allowed to proceed, only food would be delivered, however, if attacked, efforts would be made to reinforce the fort. In response, the Confederate government decided to open fire on the fort with the goal of forcing its surrender before the Union fleet could arrive. Alerting Beauregard, he dispatched a delegation to the fort on April 11 to again demand its surrender. Refused, further discussions after midnight failed to resolve the situation. Around 3:20 a.m. on April 12, Confederate authorities alerted Anderson that they would open fire in one hour. The Civil War Begins At 4:30 a.m. on April 12, a single mortar round fired by Lieutenant Henry S. Farley burst over Fort Sumter signaling the other harbor forts to open fire. Anderson did not reply until 7:00 when Captain Abner Doubleday fired the first shot for the Union. Low on food and ammunition, Anderson endeavored to protect his men and minimize their exposure to danger. As a result, he restricted them to only using the forts lower, casemated guns which were not situated to effectively damage the other harbor forts. Bombarded for thirty-four hours, Fort Sumters officers quarters caught on fire and its main flag pole was felled. While Union troops were rigging a new pole, the Confederates dispatched a delegation to inquire if the fort was surrendering. With his ammunition almost exhausted, Anderson agreed to a truce at 2:00 PM on April 13. Prior to evacuating, Anderson was permitted to fire a 100-gun salute to the US flag. During this salute a pile of cartridges caught fire and exploded, killing Private Daniel Hough and mortally wounding Private Edward Galloway. The two men were the only fatalities to occur during the bombardment. Surrendering the fort at 2:30 p.m. on April 14, Andersons men were later transported to the relief squadron, then offshore, and placed aboard the steamer Baltic. Aftermath of the Battle Union losses in the battle numbered two killed and the loss of the fort while the Confederates reported four wounded. The bombardment of Fort Sumter was the opening battle of the Civil War and launched the nation into four years of bloody fighting. Anderson returned north and toured as a national hero. During the war, several attempts were made to recapture the fort with no success. Union forces finally took possession of the fort after Major General William T. Shermans troops captured Charleston in February 1865. On April 14, 1865, Anderson returned to the fort to re-hoist the flag he had been forced to lower four years earlier.

Journal Article Review Example | Topics and Well Written Essays - 1000 words

Journal Review - Article Example In the secondary school setting, the major elements of stereotyping were assumed to come from teachers and peers in the school. Universities and colleges have opened their doors to people with LD’s. This is with the overall aim of ensuring that they provide the equal opportunities that are needed by people with LD’s to expand their horizons. At this stage, the intelligence of people with LD’s is highly questioned by their peers. Many people wonder whether people with LD’s can effectively adapt to the mechanisms present in the institutions of higher learning. According to them, the system is created in such a way that it would prove a herculean task for people with LD’s to adapt and perform effectively. Their overall ability to contribute to the set educational and cultural standards is observed as no mean fete. The external, self perception creates issues in the overall journey of improving and settling in for people with LD’s in the institut ions of higher learning (May & Stone, 2010). It could be observed that the characteristic of stereotyping should be an element of yester years. This is because people with LD’s have come full circle. ... cation from the Journal of Special Education Many programs have been introduced and practiced with the sole aim of ensuring that each and every child has an effective chance at a career. Career development is a crucial stage in each and every person’s life, and it should be treated with the significance that it deserves. In many areas and regions, the No Child Left Behind (NCLB) legislation has taken effect (Blowe & Price, 2012). This is with the sole aim of ensuring that all children, including those with special needs, acquire training and get active career chances. The adoption of this legislation offers a prominent step in the right direction as it reduces the overall perception that careers are a privilege of the selected few. Technical education in any curriculum aims to ensure that the varied skills and competencies could be effectively adopted into the economy. This is by ensuring that they are focused on by the selected people in society who are interested in the tech nical subjects, in the curriculum. Special education relies on the creation and adoption of varied skills and competencies that would best equip students with exceptional needs. The technical subjects provide feasible alternatives and options for people with unique needs. This is not to say that all other subjects are not vital or crucial. The technical subjects offer tangible alternatives for students who may be interested in the technical aspect of education. The technical subjects should be adopted, and they should be examined like all other subjects (Blowe & Price, 2012). This is with the realization that they play a momentous task in the apprehension of talents, capacities and likes that could translate to individual sustainability. Agriculture, computer and business applications, industry