On the Road by Jack Kerouac Essay Example for Free

On the Road by Jack Kerouac Essay â€Å"On the Road† by Jack Kerouac is largely autobiographical work attributed to the genre of stems of consciousness creation. The novel is based on the author’s spontaneous trips with his friends across mid-century America. The novel is deeply inspired by poetry, jazz and drug experiences. The author has changed many of the names, but most references are claimed to be real-world counterparts. In the five parts and sixteen chapters the author describes restless and crazy journeys of Dean, Sal and his friends across the country. Dean Moriarty plays important role in the novel progression as he symbolizes the changeable nature of human relations and the dark side of society. Nevertheless, he pushes and inspires other to act towards their destinies symbolizing changes and shifts. Dean is certainly negative character, though he has positive impact of Sal – one of the protagonists – as he makes his stronger and more confident. Dean lives in San Francisco, travels across the country. Kerouac defines Dean as â€Å"the perfect guy for the road because he actually was born on the road†. (p. 0) However, he presents Dean as wild and mad character stressing that it is his craziness and energy that affects others to act. Dean drinks a lot, uses drugs and has many women. Moreover, he is a father of four children from two different women. Dean manages to change the life values of Sal. For example, before Sal meets Dean, he had â€Å"just gotten over a serious illness that†¦had something to do with†¦my feeling that everything was dead†. (p. 10) Dean’s character can be defined as embodiment of the whirlwind day and as Sal’s shifts from the East to the West Coast. Dean symbolizes changes acting as mechanism for movement beginning. Dean is zealous and wild personality, though he is captivating as well. Sal says about Dean: â€Å"the only people for me are the mad ones, the ones who are mad to live, mad to talk, mad to be saved, desirous of everything†¦Ã¢â‚¬ . (p. 14-15) Therefore, Dean’s character plays crucial role for Sal’s development as personality, as well as he is the embodiment of passion for life and constant activity.

Analysis of mentoring, coaching and counselling

Analysis of mentoring, coaching and counselling This report has been compiled by. This report is intended for., and is written to show them the vast knowledge that we have received as a result of the mentorship program. It analyses the mentoring, coaching and counseling principles. Moreover it contains the mentoring program itself and reflections. The primary purpose of this report was to expand our knowledge base on the business by learning through primary research and self learning. B. METHODOLOGY In order to produce this report, sources of research were used. The primary sources consist of the mock interview and tape recordings while the secondary sources are referenced from the internet and major books. A diverse number of databases were also referred to for the research data required. Book references are listed in the bibliography. C. FINDINGS 1.1 Theory 1.1.1 Definition of the term mentor. The word mentor has many definitions around the world. However, the basic definition is that of a wise and trusted advisor. One who is willing to meet others and pass on information (Pegg, 1999). Thus mentoring can be considered as a process by which information is passed on to future mentees thus developing them into better people. Mentoring is an important aspect of modern culture and is practiced in many institutions and business organizations around the world. It is not only a tool by which to pass on knowledge to that person. Mentoring exists also to form a bond between the mentee and the mentor. Mentoring can be seen to have found its place in todays modern society. Companies have started designing and implementing their own mentorship programs to help facilitate their employees. Institutions have already put in place the mentorship programs to help groom the 1st year students and help them to properly adapt to new environments. In this light mentorship can be seen to be a form of leadership. The mentorship process is important to modern society as it helps young aspiring individuals to grow in the light of people who they look up to. By doing so it helps them to succeed in all their endeavors. 1.1.2 Definition of the term coach, Coaching is a process that enables learning and development to occur thus performance is seen to notably improve. Thus being a coach can be defined as one who primarily helps in the development of performance in a specific skill area. Often, people confuse the two terms, mentor and coach and it is usually seen that the two terms overlap. However coaches are seen to be more of strategists and planners who are essentially team builders. 1.1.3 Definition of the term counselor A counselor is one who is mature, respects other peoples opinions, is willing to listen rather than to talk and uses the insights he gets from the persons emotions and words to give advice. Thus a counselor differs from a mentor in that he/she is rational and more objective. Thus the relationship with whoever is being counseled tends to be more professional than personal. 1.1.4 The difference between mentoring, coaching and counseling Most people confuse the three terms and use them interchangeably. However, it can be clearly seen that the three carry different meanings. Coaching refers to the process that improves on performance by enabling learning and development to occur. Counseling as described above is whereby one is provided professional advice based on the counselors insights. These insights are based on the persons emotional state, words as well as appearance. Mentoring is the process of sharing insights, advice or informational that is useful to the mentee. Mentorship is a process in which the insights are drawn from real life experiences and not random facts. Thus mentorship is seen to be all inclusive. This means that it entails coaching and counseling as well. It includes because it helps the individuals performance in a particular area to improve. It also includes counseling as the individuals free to seek help and advice from the mentor whenever possible 1.2 Role of a mentor The role of a mentor is to enable the mentee to become a better individual in the professional domain as well as their own personal world. By doing, the mentor inadvertently improves himself in the same manner due to insight and personal contact with the mentee. Mentors have various duties. The primary aim of a mentor is to aid the mentee to reach a new level of personal and professional improvement thus the mentee is able to accomplish the tasks laid before him/her. The mentee also has the task of ensuring that the mentees progress is consistent. This is accomplished but the mentor providing additional skills and techniques to aid in ensuring the mentees continued progress. The techniques should be based on real-life encounters s these help the mentee make a solid connection with how his/her mentor used the techniques. Often the question is raised on the qualities that make a good mentor. This is normally raised by people all over the world who do not understand the principles of mentoring. Every individual is different by virtue of their personality. Thus the mentor and the mentee have to adapt to each others personalities in order to achieve proper results. Even though each mentor has different personalities, some notable aspects differentiate between a good mentor and a poor mentor. A good mentor should be capable and well experienced to aid the mentee in any sort of situation. The mentors should be able to encourage the mentees by constantly challenging them. The challenges should not discourage the mentees. Mentors must have a certain level of credibility both personally and professionally. Mentors should be able to encourage their mentees thereby enabling them to express their ideas more confidently. Also the mentor should learn to be versatile especially when engaging and challenging the men tees. 1.3 Role of a mentee A mentees main aim is to expand his knowledge and learn new skills. This is facilitated by the mentorship program whereby the mentee has the opportunity to get advice from someone who has much more experience is an invaluable opportunity. A mentee will find that mentors tend to make things much clearer than they were before. Due to the mentor-mentee relationship, the mentee is able to feel more secure as he knows the mentors is there to genuinely offer him help and is primarily there to help the mentee learn from his mistakes. Thus it can be said that this is grooming of the mentee in order to help him achieve specific goals or tasks. Thus it can be clearly seen that the mentee is learning new skills and gaining experience from the mentor. In general the mentee role is crucial as the mentor himself is able to learn more about his own mistakes from the mentee. Thus, it seems the mentor-mentee relationship is of a symbiotic nature in which each benefit the other. 1.4 Relationship between the Mentor and the Mentee. As mentioned above, the mentor-mentee relationship is a symbiotic relationship which benefits both of the people involved. Thus it is crucial for this relationship to be one where honesty and communication are freely exchanged between those involved. The mentor-mentee relationship is one based on trust and it is crucial that this trust is not compromised in any way by either of the parties. Breaking of this trust could result in the breakdown of the mentorship program and essentially the whole process could be discarded. To ensure this trust is not broken, it is essential that what is discussed between the mentor and the mentees stays purely between those involved in the discussion. Both the mentors and the mentees have to abide by this rule if the mentorship program is to succeed. Communication is also an essential part of the relationship between the mentor and the mentee. Communication aids in the mentee being able to seek advice whenever he requires it from the mentor. It facilitates smooth passage of information and enables the mentor to be able to communicate freely to his/her mentees. The crucial role of communication in the mentorship program cannot be overemphasized. It is vital that communication be highly regarded as it ids through this that the mentor is able to spot weaknesses and guide the mentee to improving on the weaknesses. This way the mentee is able to acknowledge the mentors role and accepts his advice. Thus without proper communication, the mentorship program will be for naught and the mentor will have failed at his task. In some cases there is mutual fallout between the two parties. In most cases, it is due to the lack of communication between the two parties. However, in some unrelated cases, it is noted that the mentorship process was difficult. Sometimes this is attributed to sexism and racism when it comes to the selection of the mentees. In other cases, it is attributed to the fact that the selected mentees are unwilling to learn anything from their mentor. This may be because the mentees do no respect the mentor or his employment position. All in all, the relationship between the mentor and the mentee plays a crucial role in the mentorship process it is essential that trust be maintained throughout the process as well as communication. Honesty as well must be upheld. Moreover, the mentees must be willing to form relationships with the mentors for the process to be successful. 2.0 Mentoring Process 2.1 Pitch Before I went before the students to present my pitch, I was very nervous as this was my first pitch. My content emphasized the strong role mentorship had in my life and the unbreakable bond that I had developed with my mentor. Though my voice was shaky and a bit weak, I felt proud because I had attracted three mentees. Reflecting back, the pitch was a good experience as it pointed out my weaknesses thus helped me grow just a bit more. 2.2 Meetings 2.2.1 Progress The first meeting was an informal face to face meeting so that we could properly get acquainted with each other. At this juncture, I should mention that the mentees were Niklas Kainrad, Alexander Kern and Yashar Berry. We mainly discussed about our pasts, our current selves, our future and what we aimed to achieve. Furthermore, we discussed the project, made detailed notes on what we aimed to achieved, proposed and clarified the time frame for which we were supposed to accomplish the set objectives and also set the times for regularly scheduled meetings. During the meetings, I tried to play the role of a mentor by striving to listen rather than to talk. However the first two meetings I noted that I played the role of a coach more than a mentor. I constantly interrupted asking questions rather than listening. As the meetings passed, I noted that I settled more in to the role of a being a mentor. It was really exciting because as the days passed, the more involved we became with further improving ourselves as individuals. We had the strong desire to grow into better people. The mentees were more involved when asked to reflect on their past and who they dream to be. 2.2.2 Mentees Development a) Niklas Kainrad During the first meting Niklas seemed mild-mannered, mature and confident in himself. When asked to think back on past experiences and say a personally affecting experience, he properly communicated his thoughts and his feelings. This was clearly seen as it affected his other mentees. However, it was noted throughout the meetings that though he was a cooperative team player, he could not be called upon to make critical decisions that the team required. Moreover, he was over-optimistic in some situations and at other times, he seemed preoccupied by his own thoughts especially during discussions. Thus throughout the meetings we aimed at improving his strengths while limiting his weaknesses. Throughout the mentorship, I called upon Niklas to share his opinion especially when he seemed to be wandering off. This proved to be very effective as with time Niklas became less aware of what was keeping him pre-occupied and more involved in the class discussions. Thus Niklas who previously was unable to focus on discussions was now major participator and contributor to them. Based on Niklas self perception details in the counseling report (appendix), t was concluded that due to his high maturity, Niklas was able to convince others to follow him. He was inspiring especially with his unique innovative ability. His cooperation skills likened him to working with colleagues who are genuinely interested in his ideas and opinions and with whom he can communicate effectively. Due to his observable discipline, strategic weighing of decisions and making judgments, it was further concluded that his management style would be more of cooperating with his colleagues in finding the way forward or mapping the way himself. As for his weaknesses, it was noted that though he paid little attention to all the specific details in the operations, this could easily be resolved by him working in harmony with someone who does. Thus his performance is likely to greatly improve. Thus during the mentorship meetings, we worked on the above noted strengths so as to grow Niklas. b) Alexander Kern. During the face to face interview with Alexander, he was sent to take great acre especially when answering questions. He seemed to be mentally weighing the quality of his answer against the questions asked. When asked what he thought of the other mentees opinions of certain issues, he carefully drew upon what the others had said and gave his opinions on the same. His slow but yet very effective method of thinking made him out to be a decisive decision maker. The leadership qualities that he displayed during the meetings showed that he was a strategist taking into account all the details in a particular session. Often during the meetings it was seen that most of the other mentees consulted with Alexander before a decision was made. Thus throughout the meeting one strength that defined him was that he was reliable especially when called upon to quantify decisions. Alexander throughout the duration of the meetings was noted to a key player especially when it came to making critical decisions. His major attribute that was clearly visible was the fact that he was a strategic leader. However, he was not without weaknesses. His leadership qualities made him unsuitable for low key situations. Thus during the meetings he learnt how to keep a low profile when situations call for such action. This helped him to adapt to supportive and subordinate roles when necessary. c) Yashar Berry Yashar Berry struck me with her vocal confidence especially when evaluating her strengths and weaknesses. She did not seem ashamed of her weaknesses but rather showed the strong desire to learn ho to improve on them. Over the past few weeks as we got to know more about each other, she showed real ingenuity when called upon to undertake certain tasks. Though this ingenuity earned her admiration from her other mentees, it was slow in showing. This somewhat affected her confidence in engaging in such crucial tasks. However, as time passed, her confidence in herself and her ingenuity grew. She was generally a great contributor especially when during group discussions. Her attitude to tasks had a preference for that tasks that required innovativeness. Thus she was seen as someone who would be more suited to working in mentally challenging situations. This though largely attributed to her innovativeness was also due her above average qualities in self organization and control. 2.2.3 Methods of improvement On the onset of the process, it was rather difficult to improve on the three different people as each their own individual weaknesses. However after thorough analysis, it became clear that Alexanders weaknesses turned out to be Niklas strengths. Thus the two worked together during the meetings, often correcting each other and pointing out their weaknesses. This turned out to be a very effective method of improving themselves. Yashar Berry had limited weaknesses and these were resolved through group interventions during the meetings. The teamwork tasks greatly improved the individuals capability to work in a team. The meetings were not held on a daily basis. Therefore, as a method for improvement the mentees were required to spend the non-meeting days reflecting personally on themselves and their weaknesses. Particularly, we agreed that the reflection sessions focus would be on how to improve on the weakness that each individual had. The conclusions of the personal reflections were then presented to the group during the meeting sessions. We also developed various strategies that were aimed to bolster their performance during the interviews. Thus through constant analysis and motivation the three were able to help each other grow. 2.3 Evaluation and conclusion Reflecting back on the whole process and its effect on the mentees, it can be concluded that the overall impact it had on them ws massive. All three mentees showed more determination to better themselves both professionally and personally. The serious attitude exhibited by all of the showed the real determination to succeed. They took into account all the mentorship knowledge that they had learned during the duration of the mentorship program and were keen to utilize it in the proper manner. On A more personal case, I, as the mentor, have gained valuable knowledge in identifying the personality characteristics of the different individuals. I have also learnt how to approach these case characteristics each in its own manner and properly help the individual to grow. Therefore, I have gained insight into the proper strategies to be used when evaluating the individual and helping him improve himself. 2.4 Comparison and mock interview. In the next session, the performance of mentees shall be evaluated based on how well they performed in the mock and real interviews. The real interview is thus the true evaluator of the total effectiveness of the process. 2.4.1 Evaluation of Niklas Niklas was very striking in terms of dressing during both of the interviews. His vocal strength was strong and depicted open body language. His answers to the questions that were asked proved satisfying. He showed real confidence in his answers and spoke confidently throughout the interview. However, not both interviews were conducted without mistakes. When faced with questions asking him to explain how he would undertake a particular task, it was noted that he continuously ignored the minor crucial details. His arguments to the questions though satisfying were not without flaws. He generally answered the questions but there was hesitation on his part to divulge greater details especially when he was asked to clarify on given points. He showed great improvement during the real interview. It was clear that he had worked on his mistakes and improved on the weaknesses. His answers were now clearer and he did not hesitate to divulge information when asked to clarify on unclear points. 2.4.2 Evaluation of Alexander Kern Alexanders mock interview showed that he had taken what he had learnt during the mentorship program and properly implemented it to improving his behavior. In terms of his oral language he was able to present strong answers in a very convincing manner. His answers still showed that he had taken great care on consideration of the question. Though the speed of his answers was still very slow, it was clear that he had improved greatly since entering the mentorship program. His calm disposition when faced with many questions displayed his oozing confidence when placed on the spot. During the real interview, it was noted that Alexander had noted his mistakes made during the mock interview and made an effort to correct them. The rate of delivery of his answers was speedy and they still contained as much depth as the mock interview answers. Moreover, it was impressive that he showed he could answer even the most unexpected of questions. 2.4.2 Evaluation of Yashar Berry. Yashar Berry was very impressive at both the interviews. Her limited flaws that she had displayed early were now completely erased. Her smooth manner of talking, the ease with which she answered questions and the ingenuity that she displayed all showed that she had garnered a lot of experience from the mentorship program. 2.5 Summary. As a summary of the real interview, which is the final evaluation of the mentors mentoring skills, it was clear that the mentees had listened carefully to the mentors, taken their advice and implemented it properly. They remembered the basic rules which they displayed in the interview. On terms of performance, it was rather clear that Yashar performed more professionally than the other two. It was thus clear that Yashar had carefully listened to what the mentors had commented on and worked on it thereby improving herself professionally. In the case of Alexander, it was clear that with a little pressure he could be pushed to succeed. He showed his decision-making prowess when called upon. Niklas also exhibited marked improvement especially in his concentration. He paid little attention to his own personal interests and concentrated completely on the interview. 2.6 Reflection on my own personal performance After analyzing the performance of my three mentees, I reflected on my own personal performance and progression. I identified three major things that I would have to change given the opportunity to take part in the mentorship experience again. First, I will have to be more observant of how my mentees present themselves. Niklas was unable to give decisive answers during the mock interview. I, as the mentor, should have noted this and worked on it with him. Secondly, though the mentees showed marked improvement, some still exhibited difficulties when answering the questions. Given the opportunity to take part in the mentorship program once more, I will undertake to simulate real life situations with my mentees so as to avoid this. 2.7 Conclusion. The mentorship program was not only a wonderful experience for the mentees. it proved to be a worthwhile experience for me too. Through sharing and working together to eliminate each others weaknesses, it was shown that the mentees showed marked improvement especially in how they present themselves professionally. Helping others find their own weaknesses as well as my own turned out to be an invaluable experience for me. It also showed that people can truly aim higher if they have a common goal and a person who is willing to mentor them and assist them into achieving that goal. 2.8 Recommendations. The mentorship program in the EBS is truly an invaluable source of knowledge. One gets to learn more about him/her, the opportunity to identify their weakness and to work on improving them. The pitching of the program is also very essential as it gives the mentees a positive feel about the program. With all the above said, I would thus like to recommend that the mentorship program be carried over into the other years. This would enable mentors to keep in touch with their mentees thus the bonds are not broken after the mentorship program is finished.

Beowulf :: Epic of Beowulf Essays

BEOWULF AS A CHRIST-LIKE FIGURE The epic poem, Beowulf, recounts the tale of a man named Beowulf who sacrifices his own safety to save the Danes from two evil dragons. Then, years later, Beowulf risks his life yet again to save his own people from a dragon. Throughout the story, Beowulf is presented as a Christ-like figure. This is manifested in the events that take place, the way that Beowulf speaks about himself, and the way the people treat him. The first way Beowulf's likeness to Christ is revealed, is through the events that take place. After Beowulf tells Hrothgar that he will fight Grendel, there is a celebration. During the celebration, Welthow, the queen "raised a flowing cup" (615) and poured "a portion from the jeweled cup/ For each" (621-622). When she got to Beowulf, she "thanked God for answering her prayers" (625). This event is strikingly similar to the Last Supper when Jesus passed around a cup of wine and gave thanks to God. Then, the crucifixion is portrayed when Beowulf fights Grendel's mother. During the stuggle, other monsters come to watch and beat at "His mail shirt, stabbing with tusks and teeth/ As they followed along" (1510-1511). Similarly, when Jesus was crucified, crowds drew near laughing at him, hurling insults, and spitting on him. Finally, Beowulf is said to have "Gone to a glorious death" (3037) and his soul "Left his flesh, flew to glory" (2820). This is similar to the resurrection of Jesus. All of these events clearly parallel the events of Jesus' day. What Beowulf says also shows his similarity to Christ. Beowulf says "I already knew that all/ My purpose was this: to win the good will/ Of your people" (633-635). Jesus also knew that it was his mission to come down to earth to save his people from their sins. Later, Beowulf says: . . . No one else could do What I mean to, here, no man but me Could hope to defeat this monster. No one Could try . . . (2532- 2535) Likewise, Jesus was the only man who could do his job. Thus, no man could defeat evil without the help of God. Many of Beowulf's statements are true to what Jesus said and felt. One other way Beowulf is linked to Christ is through the way the people act towards him and speak of him.

Hip Hop Essay -- Culture Hip Hop Music Essays

Hip Hop Hip-hop is a musical art form, created by African-Americans and Latino-Americans in the mid seventies. Its conception came from a young generation of African-Americans in the Bronx, who created a beautiful, prideful expression of music, art and dance from a backdrop of poverty. Since that ignition in a New York City borough, it has inspired people from all socio-economic and cultural backgrounds all across the world. When hip-hop is discussed as an art form and not just as rap, it usually is meant to include the four elements: the DJ, the emcee, graffiti writing, and break dancing. Some of these were around before the words "hip-hop" were uttered, but they reestablished their identities within hip-hop. I have been listening to a growing range of hip-hop for five years, steadily. However, I do not adhere myself to hip-hop by identity, meaning I don't rap, DJ, break-dance, or write graffiti on a regular basis. Thus I accept my fan status, but I do consider myself an educated fan, and since hip-hop has given me a lot in terms of ideas, joy, and enlightenment, I will try to regard it with the respect that it deserves as well as make a conscious effort to open my eyes to the conditions of racial discrimination in this country. My methodology in conducting this field report was to read the work of respected journalists on hip-hop, or by hip-hop artists, watch the movie Wildstyle, a revered and influential movie that is now nearly 20 years old and which documents hip-hop as it was in the Bronx. Hip-hop is my primary listening interest, and I do consider five years of listening to hip-hop and seeing hip-hop shows a resource. The idea of learning hip-hop through books is laughable to many of those wh... ...1982 (!), the year that I was born, was so pure, unaffected by what the image the industry wanted it to have later on. The books I read I enjoyed immensely, challenging my ideas, what I though were facts, and making me think harder. Unfortunately, I wasn. t able to supplement this report with an interview, however there was nobody with the exception of a professor whom I wished to interview. I could have gathered more viewpoints on this subject, but I think the sources I. ve quoted are very reliable. Works Cited: 1. George, Nelson. 1998. Hip-hop America. Penguin Putnam Inc. New York, New York. 2. Wimsatt, William Upski. 1994. Bomb the Suburbs. The Subway and Elevated Press Company, Chicago. 3. Wildstyle. Directed by Charlie Ahearn. 1982. 4. Sexton, Adam. 1995. Rap on Rap: Straight-up talk on hip-hop culture. Dell Publishing, New York.

Napoleon :: French History, French Revolution

Napoleon Bonaparte once said, â€Å"Nothing has been simpler than my elevation†¦It is owing to the peculiarities of the time.† Coming to power at a time of instability and disorder in France immediately following the French Revolution, Napoleon quickly established himself as the political leader and military power behind France. Easily and efficiently overthrowing the poorly managed Directory, Napoleon established a three man governing body referred to as the Consulate. Naming himself Consul for Life in 1802, and crowning himself emperor in 1804, Napoleon made it clear that is was a time of dramatic change in France. Although establishing himself as an absolute ruler, Napoleon did it all with the support of the people, through the use of a plebiscite. Obviously a man that held immense power, Napoleon has been credited with many great successes. To the people of France, Napoleon was a savior, a man who could, despite being an autocrat, implement the ideals of the French R evolution. Establishing order, giving the French people a sense of security, and running his government smoothly became Napoleon’s priorities. Through a variety of reforms including, centralizing the government, establishing public education, instituting religious tolerance specifically signing the Concordat of 1801, and stimulating the economy, Napoleon won the support of French people across the classes, including the peasantry who in years previous had suffered greatly under absolute rulers. One of Napoleon’s most lasting reforms was his installment of the Napoleonic Code, a set of laws that reflected the idea of equality so evidently bannered throughout the French Revolution. Napoleon was able to capture the attention of the French people through every facet except absolutism.

Earthquake Kills 22 in southwestern China Essay

1. Type of crisis Earthquake is an example of adventitious crisis, a natural disaster â€Å"that is not part of an everyday life and is unplanned and accidental† (Varcarolis, 2006, pp 422-423). Victims of earthquakes usually suffer from trauma, panic, shock, grief, fear and mental disorganization (which could be manifested by running around aimlessly or inability to concentrate). People who suffer from such an adventitious disaster are reported to have flashbacks or nightmares connected to the event after it happened. 2. Type of stressors that contributed to the crisis Earthquakes happen suddenly and people are caught off guard with the sudden and swift destruction that it brought about to them personally (e.g., damage or loss of property and the painful loss of a loved one or loved ones).  Ã‚   Psychologically, emotionally and mentally the victims are not prepared for the sudden loss and change of life or way of life (e.g. having to live in an evacuation center with all of its limited supply of basic necessities, or having to live with a physical disability due to the earthquake). In this instance, anxiety, grief and panic levels go up severely in just a matter of seconds.   With the combine sudden loss of property and loved ones, the victim/s may be overwhelmed. 3. Coping skills of the people involved Since problem is a part of life, it is very important that a person has learned a number of techniques that can be use to lower anxiety and to adapt to the situation when problem arises. One of the key techniques that people use is to engage in prayer. Prayer helps to lighten the load as a person learns to accept and submit to the will of God.   Also, prayer clears a person’s mind which enabled him to restore balance and equilibrium and make right choices. A person should also not isolate himself but should express to others what he is feeling and allow himself to be surrounded and comforted with other members of the family and friends. Moreover, the victim should cooperate with the help and assistance being provided by the government, counseling, medical and other disaster agencies.   If needed he should transfer to a place or engage in activities that helps him forget the incident (Varcarolis, 2006, pp.423-429). In the case of children, they should be taught to understand the situation, be assured by the parent’s presence and parents should model calm behavior and seek to divert the children’s attention by providing fun activities for them( Handouts : Talking to Children about Crisis). 4. Goal of the resolution of the crisis â€Å"Crisis by definition is self-limiting so that as soon as possible they are resolved, preferably within 4 to six weeks† so that a person or group of persons function normally again in spite of their loss and accept what happen to them during the earthquake disaster ( Varcarolis, 2006,p.422  Ã‚  Ã‚   ). More importantly the goal of the resolution of the crisis is to lower anxiety level since anxiety hampers the person’s ability to face and solve his own problems. Short term goals of the resolution of the crisis by the end of the first session involves the lowering down of anxiety level from severe to moderate or moderate to mild, clarify the problem in solvable terms, identify existing supports and other needed supports, set realistic goals to deal with the problem and identify a step by step plan of action. Otherwise a person’s safety may be at risk for due to hopelessness, grief, and fear he may tend to act suicidal or become mentally ill (Varcarolis,2006 ,pp. 427 & 430). 5. Possible resources/referrals that might be needed to help to return to pre-crisis level of functioning It may be necessary that victims of earthquakes should be remove from the place where it happened. Therefore, they may need to be referred to a stable shelter. Rehabilitation, debriefing and counseling is also recommended where psychologists, counselors and other cognitive-behavioral therapists helps them to restore balance and equilibrium. Friends, family and peer groups should also be a part of the healing process. If the person develops psychotic thinking, violent or suicidal behavior then he may need a psychiatric treatment. If he suffers from physical injuries or other health needs then he must be rushed to a hospital or clinic. Children whose parents were not coping well with the stress that the disaster had caused should be put under child care. Vocational and skills training program should also be provided to help the victims go back to supporting themselves again especially for those who had become disabled (Varcarolis, 2006, pp. 429-438; Handouts: Talking to Children about Crisis).

A Comparison of Third World Journalism and Modern Journalism

Information is a very important factor that contributes to the progressive civilization of the human society. It could be tracked down through history that with the existence of a way of passing information to the masses, it could be noticed that progress has been easily passed on through generations as well. The birth of journalism paved way to a revolution of information overflow in the human society worldwide.As for a fact, history has been written and has been possible for being studied by latter generations because of journalism. Important researches by science have also been passed on to the public through the art of journalism.With these truths, it could then be an interesting topic to discuss on how far journalism has already been developing through the years as it enters the new era of technological advancements. First, it would be much beneficial to know what journalism really pertains to.1.1 What is Journalism?Journalism is among the arts of communication processes that ar e referred to as a means by which the public is being connected with the whole society. Hence, having the connotation that it is a major way of being publicly informed, journalism has also been connected with numerous issues of being true and highly dependable. For this reason, numerous experts have been trying to etch the basic points of consideration when journalism is being discussed.Developmental journalism is also one of the key issues that is discussed by the journalist professionals who would like to make it a point that the said field of communicating to the public is highly reliable for the people in the society.Numerous forms of journalism are used to send important messages to the public. It could either be in form of written, oral, verbal or audio information. Several mediums are also utilized by journalists to be able to convey their message to the public. Such mediums include television, radio, print materials such as newspapers or broadsheets and magazines as well.Wit h the use of the said mediums, the informations that are believed to be essential for public knowledge are served to the intended receivers of the informations. How far have the said mediums been accepted by the public?1.1.1 TelevisionAfter analyzing 102 local TV newscasts from 52 metropolitan areas in the United States for content and presentation, a media-watch group found that only 41.3 percent of the programs contained news. What makes up the rest of the newscast? On an average, 30.4 percent of airtime of local TV news consists of commercials.In fact, some of the stations surveyed devoted more time to commercials than to news. In addition, news airtime is often filled with fluff, states the report summarizing the findings of the study. Under the heading â€Å"Fluff,† the report groups â€Å"the cumulative air-time given to chit-chat between anchors, promotions and previews of upcoming stories, the ‘soft’ or silly news and the items about celebrities.†A sample of some fluff stories: â€Å"Terrible Tenors Contest,† â€Å"Reporter Takes ‘Awesome, Incredible, Astounding’ Ride