A Rhetorical Analysis of U2s Sunday Bloody Sunday

A Rhetorical Analysis of U2s Sunday Bloody Sunday In this critical essay, composed in 2000, student Mike Rios offers a rhetorical analysis of the song Sunday Bloody Sunday by the Irish rock band U2. The song is the opening track of the groups third studio album, War (1983). The lyrics to Sunday Bloody Sunday can be found on U2s official website. The Rhetoric of U2s Sunday Bloody Sunday By Mike Rios U2 have always produced rhetorically powerful songs. From the spiritually driven I Still Haven’t Found What I’m Looking For to the blatantly sexual If You Wear That Velvet Dress, audiences have been persuaded to examine their religious doubts as well as to give in to their emotions. Never a band content in sticking to one style, their music has evolved and taken many forms. Their more recent songs show a level of complexity so far unsurpassed in music, drawing heavily on the ambiguity of paradox in songs like So Cruel while evoking sensory overload with the aid of the list structure in Numb. But one of the most powerful songs dates back to their early years, when their style was Senecan-like, seemingly simpler and more direct. Sunday Bloody Sunday stands out as one of U2’s finest songs. Its rhetoric is successful because of its simplicity, not despite it. Written in part as a response to the events of January 30, 1972 when the Paratroop Regiment of the British Army killed 14 people and wounded another 14 during a civil rights demonstration in Derry, Ireland, Sunday Bloody Sunday takes hold of the listener instantly. It is a song speaking against not only the British Army, but the Irish Republican Army as well. Bloody Sunday, as it has come to be known, was only one act in a cycle of violence claiming many innocent lives. The Irish Republican Army was certainly contributing to the bloodshed. The song begins with Larry Mullen, Jr. beating his drums in a martial rhythm that connotes visions of soldiers, of tanks, of guns. Although not original, it is a successful use of musical irony, enveloping a song of protest in the sounds usually associated with those it is protesting against. The same can be said of its use in the cadence-like foundations of Seconds and Bullet the Blue Sky. Having grabbed hold of the listener’s attention, Th e Edge and Adam Clayton join in with lead and bass guitars respectively. The riff is as close to concrete as sound can get. It is massive, almost solid. Then again, it has to be. U2 is endeavoring upon a subject and theme wide in scope. The message carries a great deal of significance. They must connect with every ear, every mind, every heart. The pounding beat and the heavy riff transport the listener to the scene of the killings, appealing to pathos. A violin glides in and out to add a softer, delicate touch. Caught in the musical attack, it reaches out to the listener, letting him or her know that the song’s grip will not strangle, but the firm hold must be kept nonetheless. Before any words are sung, an ethical appeal has taken shape. The persona in this song is Bono himself. The audience knows he and the rest of the band are Irish and that, although not personally familiar with the event that gives the song its title, they have seen other acts of violence while growing up. Knowing the band’s nationality, the audience trusts them as they sing about the struggle in their homeland. Bono’s first line makes use of aporia. I can’t believe the news today, he sings. His words are the same words spoken by those who have learned of yet another attack in the name of a great cause. They express the confusion such violence leaves in its aftermath. The murdered and the wounded are not the only victims. Society suffers as some individuals continue to try and comprehend while others take arms and join in the so-called revolution, continuing the vicious cycle. Epizeuxis is common in songs. It helps to make songs memorable. In Sunday Bloody Sunday, epizeuxis is a necessity. It is necessary because the message against violence must be drilled into the audience. With this end in mind, epizeuxsis is modified to diacope throughout the song. It is found in three different instances. The first is the erotesis How long, How long must we sing this song? How long? In asking this question, Bono not only replaces the pronoun I with we (which serves to draw the members of the audience closer to him and to themselves), he also implies the answer. The instinctive reply is that we should not have to sing this song any longer. In fact, we should not have to sing this song at all. But the second time he asks the question, we are not so sure of the answer. It ceases to be erotesis and functions as epimone, again for emphasis. Furthermore, it is somewhat akin to ploce, in that its essential meaning changes. Before repeating the How long? question, Bono uses enargia to vividly recreate violence. The images of broken bottles under children’s feet [and] bodies strewn across a dead end street appeal to pathos in an effort to disturb the listeners. They are not disturbing because they are too horrible to imagine; they are disturbing because they do not have to be imagined. These images appear too often on television, in newspapers. These images are real. But Bono cautions against acting solely based on the pathos of a situation. To keep his pathetic appeal from working too well, Bono sings that he won’t heed the battle call. A metaphor for refusing the temptation to avenge the dead or hurt, this phrase conveys the strength needed in doing so. He employs antirrhesis to support his statement. If he allows himself to be seduced into becoming a rebel for the sake of revenge, his back will be put against the wall. He will have no further choices in life. Once he picks up a gun he will have to use it. It is also an appeal to logos, weighing the consequences of his actions beforehand. When he repeats How long? the audience realizes that it has become a real question. People are still being killed. People are still killing. It is a fact made all too clear on November 8, 1987. As a crowd gathered at Enniskillen town in Fermanagh, Ireland, to observe Remembrance Day, a bomb placed by the IRA was detonated killing 13 people. This sparked the now infamous dehortatio during a performance of Sunday Bloody Sunday that same evening. Fuck the revolution, Bono declared, reflecting his anger and the anger of his fellow Irishmen at another senseless act of violence. The second diacope is tonight we can be as one. Tonight, tonight. Utilizing hysteron proteron to emphasize tonight and therefore the immediacy of the situation, U2 offers a solution, a way in which peace can be restored. Clearly an appeal to pathos, it evokes the emotional comfort gained by human contact. The paradox is easily dismissed by the hopefulness resonating in the words. Bono tells us it is possible to become one, to unite. And we believe himwe need to believe him. The third diacope is also the major epimone in the song. Sunday, bloody Sunday is, after all, the central image. The use of diacope differs in this phrase. By placing bloody within the two Sundays, U2 demonstrates how significant this day is. To many, thinking of the date will forever be linked with remembering the brutality inflicted on that date. Surrounding bloody with Sunday, U2 forces the audience to experience, at least in some way, the link. In doing so, they provide a manner by which the audience can further unite. U2 employs various other figures to persuade their audience. In the erotesis, there’s many lost, but tell me who has won? U2 extends the battle metaphor. There is an example of paronomasia in lost. In relation to the battle metaphor, which is now the struggle to unite, lost refers to the losers, those who have fallen victim to the violence by either partaking in it or experiencing it. Lost also refers to those who do not know whether to refrain or take part in the violence, and do not know which path to follow. Paronomasia is used earlier in dead end street. Here dead means physically the final portion of the street. It also means lifeless, like the bodies strewn across it. The two sides of these words express the two sides of the Irish struggle. On one hand there is the idealistic cause for freedom and independence. On the other there is the result of trying to attain these goals through terrorism: bloodshed. The battle metaphor continues when Bono sings the trenches dug within our hearts. Appealing to emotion again, he compares souls with battlefields. The paronomasia of torn apart’ in the next line supports the metaphor by illustrating the casualties (both those physically torn and hurt by bombs and bullets, and those torn and separated by allegiances to the revolution). The list of victims is displayed as a tricolon to suggest no importance of one over any other. Mother’s children, brothers, sisters, they are all equally cherished. They are all also equally vulnerable, likely to fall victim to the often random attacks. Finally, the last stanza contains a variety of rhetorical devices. Like the paradoxical solution suggested in the opening stanza, the paradox of fact being fiction and television reality is not difficult to accept. To this day there remains controversy over the shootings that occurred more than twenty-five years ago. And with both major protagonists in the violence distorting the truth for their own sake, fact is certainly capable of being manipulated into fiction. The terrible images of lines 5 and 6 support the television paradox. This phrase and the antithesis we eat and drink while tomorrow they die add to the sense of perplexity and urgency. There is also a trace of irony in enjoying basic human elements while the next day someone else dies. It causes the listener to ask him or herself, who are they? It causes him or her to wonder if it could be a neighbor, or a friend, or a family member that dies next. Many probably think of those who have died as statistics, numbers in a grow ing list of murdered. The juxtaposition of we and they confronts the tendency to distance oneself from unknown victims. It asks that they be considered as people, not numbers. Another opportunity for unification is thus presented. Besides uniting with each other, we must also unite with the memories of those slain. As the song heads towards the closing diacope, one last metaphor is employed. To claim the victory Jesus won, sings Bono. The words immediately connote the blood sacrifice particular to so many cultures. The listener hears victory, but also remembers that Jesus had to die in order to achieve it. This makes an appeal to pathos, stirring religious emotions. Bono wants the listener to know that it is not an easy journey he is pleading for them to embark on. It is difficult, but well worth the price. The final metaphor also appeals to ethos by linking their struggle to that of Jesus, and therefore making it morally right. Sunday Bloody Sunday remains as powerful today as it was when U2 first performed it. The irony of its longevity is that it is still relevant. U2 would no doubt rather they did not have to sing it anymore. As it stands, they will probably have to continue singing it.

Writing Prompts and Topics for the Easter Holiday

Writing Prompts and Topics for the Easter Holiday Journal writing teaches elementary school students to think creatively and gives them an opportunity to practice writing without the pressure of a right or wrong answer. You may or may not choose to review journal entries for correct grammar and spelling, but lifting the pressure of producing a polished piece often frees students to just enjoy the process. Many teachers see a marked improvement in overall writing ability in a short time when they use journals in the classroom. Try to make time at least a few days each week for your students to express their thoughts and feelings through words. Writing Prompts Holidays and other special occasions make good writing prompts because children generally look forward to them and enthusiastically share their thoughts on the topic. Easter writing prompts and journal topics inspire  students to write about the Easter season and what it means to them. It also gives teachers an opportunity to learn more about their students personal lives and how they celebrate the holiday. Suggest that your students share their journals with their parents at the end of the year; its a priceless gift of a scrapbook filled with mementos straight out of their childs mind. You can let your students write stream-of-consciousness style with few restrictions or provide more structure for a journal entry with length recommendations and suggestions for details to include. The main goal of journal writing should be to help students lose their inhibitions and write with the  pure purpose of writing for the sake of writing. Once they get the hang of letting their thoughts flow, most students really enjoy the exercise. Topics for Easter How do you celebrate Easter with your family? Describe what you eat, what you wear, and where you go. Who celebrates Easter with you?What is your favorite Easter book? Describe the story and explain why you like it best.Do you have an Easter tradition with your family or a friend? Describe it. How did it start?How has Easter changed from when you were really little to  now?I love Easter because†¦ Explain what you love about the Easter holiday.How do you decorate your Easter eggs? Describe the colors you use, how you dye them, and what the finished eggs look like.I once got a magic Easter egg†¦ Start a story with this sentence and write about what happened when you received the magic egg.At the perfect  Easter dinner, I would eat... Start a story with this sentence and write about the food you would eat at your perfect Easter dinner. Dont forget dessert!Imagine that the Easter bunny ran out of chocolate and candy before Easter ended. Describe what happened. Did someone c ome along and save the day? Write a letter to the Easter bunny. Ask him questions about where he lives and what he likes most about Easter. Tell him how you celebrate the holiday.

Marbury vs. Madison Case Essay Example | Topics and Well Written Essays - 500 words

Marbury vs. Madison Case - Essay Example Some legal scholars have accepted the legitimate reasoning of Marshall while others remain to challenge the decision he made toward the Marbury vs. Madison case. Alexander Bickel question John Marshall ruling, Bickel argued that Marshall Verdict in advocated justice for Marbury vs. Madison case was unconvincing and power-driven interpretation of jurisprudence. Marshall recommended that the Supreme Court had an outright obligation to strike-down every rule it discovers violated the constitution. â€Å"It is emphatically the province and duty of the Judicial Department to say what the law is" Bickel foresees that consenting the constitution to mean whatever the Supreme Court perceives to be right might turn the constitution into a mere document in the hands of the judges. Consequently, judges may twist and shape the constitution into any form that delights them rather than giving the legal decision that will facilitate court attaining decision that depict legitimate, fair and just rul ing. Alexander Mordecai Bickel puts evidently that the aim of John Marshall was using federalist tactic to craft a strong central government over the opposition of Jeffersonian who was alacritous to have a resilient state government. Therefore, John Marshal used the case to establish the Supreme Court as center of power, proficient at overruling the legislature, the president, and the state. Bickel believed that allowing Supreme Court to dictate the constitution might turn it susceptible as judges may desire to shape and twist the constitution towards their lusts, personal gains and egotistical interests2. It is important that Alexander Bickel’s notion is taken into consideration to circumvent future judges from using their positions for personal interest. Conversely, Supreme Court remained to be a vital constitutional independent branch, but it has to incorporate other institution such as congress, and the state interest thus fashioning a holistic relationship for sustainabl e governance of the country.

Experiment 9 formal report Lab Example | Topics and Well Written Essays - 1250 words

Experiment 9 formal - Lab Report Example Methodology also involves description of procedures like recording of paired values and subsequent calculation of proportionality constants, means and standard deviations. Results section provided tabulated information together with corresponding graphs for the three experiments. This report also contains a discussion section revolving around findings made in the preceding section. Discussion proves whether the hypothetical claim made earlier is true or false. Finally, a conclusion summarizes main concepts of the experiments. Irrespective of their constituent atoms, all gases obey certain relations with environmental parameters of pressure, temperature and volume. Unique relation of gases to these parameters constitutes the three gas laws. This means that gases have similar physical properties, be it CO2, NO2 or H2O (g). While describing behavior of gases in relation to the three physical parameters acknowledged earlier, a forth variable, specifically the number of molecules, is used. The three gas laws explain behavior of gases when two physical parameters are paired. Technically, behavior of gases in relation to any of the three parameters is independent of each other (Myers, 19). In this case, a gas’ behavior with changing temperature can be measured by keeping the pairing variable, either pressure or volume constant. Practically, gases may show slight variation of variable quantities from theoretically expected values. This explains the concept of ideal gas law, a law that combines relationshi p of all the four essential variables of pressure, temperature, volume and the number of moles. Ideal gas law is written as PV = nRT where n = number of moles, P = pressure, T = temperature, V = volume and R = gas constant with a uniform value of 0.0821 L-atm/mole-K. As acknowledged earlier, relationship between two variables can be determined since behavior of each variable in independent of the other variables. In the experiment, the forth

What do you see as advantages & disadvantages of being native a Essay

What do you see as advantages & disadvantages of being native a speaker and a non-native speaker - Essay Example Native speakers of a language enjoy numerous advantages over their non-native counterparts who, subsequently, experience a range of disadvantages due to social exclusion, lack of any intense or ongoing semantic familiarity and the burden of social or ethnic otherness that finds itself replicated in language systems. Advantages also exist for non-native speakers however, as the concept of English as a 'global language' creates a simplified, secondary stream of English language communication. Native and non-native speakers therefore enjoy both positive and negative flow on effects from their degree of expertise or familiarity - and these effects vary as global language systems evolve. As the use of English spreads throughout the world and the concept of a 'global english' becomes more viable - a clear delineation emerges between native and non-native speakers of the promoted dominant language. There is a clear linguistic stratification within groups who are 'speakers' of a certain lang uage. Even within groups of native speakers there are cultural, socio-economic and micro-social dialectic particulars creating sub-categories of communication that produce exclusivity within even smaller groups.

What Is Childhood Onset Schizophrenia Psychology Essay

What Is Childhood Onset Schizophrenia Psychology Essay The number of people with schizophrenia in Canada in 2004 was estimated at 234,305or 1% of the population. The probability of individuals developing schizophrenia is higher for those that have the illness existing in their family history. Men and women are affected equally, but among the individuals who have schizophrenia, the male population is more likely to experience the illness at an earlier age than the female population. On average, males tend to experience symptoms of schizophrenia at the age of 18, compared to females who experience the illness at the average age of 25. Furthermore schizophrenia in Canada in 2006-2007 was one in 100 Canadians suffers from schizophrenia and another one in 100 suffers from bipolar disorder, or manic depression; 8% of adults will experience major depression at some point in their lives, while 12% of the population is affected by anxiety disorders. The onset of most mental illness occurs during childhood, adolescence and young adulthood. One out of every five Canadians will have a mental health problem at some point in his or her life. What is Childhood Onset Schizophrenia? Childhood schizophrenia is the onset of triggers before full flange schizophrenia is diagnosed this usually happens between the ages of 17 to 25. Having an initial onset before age 14 or after age 30 is unusual. Childhood schizophrenia is more common in males then females. Childhood-onset schizophrenia (COS), particularly when diagnosed prior to the age of 13, is considered to be especially rare and severe (Torrey, 2001). It has been estimated that COS occurs in 1 in 10,000children. Of all schizophrenic disorders, only 0.1 to 1% manifest prior to age 10, increasing to 4% by age 15 (Dulmus Smyth, 2000). As with other schizophrenic spectrum disorders, COS is much more rare and more severe than its adult-onset counterpart. Why the onset of schizophrenia occurs in this specific age group is unknown. Schizophrenia is a chronic mental illness that affects the brain. It is a psychotic disorder which involves delusions, hallucinations and a loss of contact with reality. This makes it very d ifferent for a person who suffers from schizophrenia to differentiate between what is real and what is not real. However, it is currently believed that most cases of COS are attributable to some form of brain disease with genetic roots. The genetic roots are especially prominent, as nearly 50% of children with COS have at least one first degree relative with schizophrenia or a schizophrenic spectrum disorder (Thaler, 2000). It was initially thought that the age at which psychotic aspects of COS developed was associated with the onset of puberty. In females, the development of secondary sex characteristics has been shown to be associated with the onset of psychosis, but the same is not true for males (Jacobson Rapoport, 1998). Childhood schizophrenia symptoms are different than those associated with adult schizophrenia. Schizophrenia in children doesnt start suddenly, adults schizophrenia happens in episodes and it occurs relatively suddenly. But this almost never happens with a childs case of onset schizophrenia. Likewise in adults when they lose interests in pleasurable things children exhibi t the same symptoms they begin to lose interest in their friends or activities and they may start to display strange behavior like running out of the house in the middle of the night undressed these signs and symptoms have been reported by parents who have children diagnosed with COS. Causes Although it is unclear whether schizophrenia has a single or multiple underlying causes, evidence suggests that it is a neurodevelopmental disease likely involving a genetic predisposition, a prenatal insult to the developing brain, and stressful life events. The role of genetics has long been established; the risk of schizophrenia rises from 1 percent with no family history of the illness, to 10 percent if a first degree relative has it, to 50 percent if an identical twin has it. Prenatal insults may include viral infections, such as maternal influenza in the second trimester, starvation, lack of oxygen at birth, and untreated blood type incompatibility. Studies find that children share with adults many of the same abnormal brain structural, physiological, and neuropsychological features associated with schizophrenia. The children seem to have more severe cases than adults, with more pronounced neurological abnormalities. This makes childhood-onset schizophrenia potentially one of t he clearest windows available for research into a still obscure illness process. How Does It Affect Them? Childhood schizophrenia has a philosophical effect on a childs ability to function effectively in all aspects of life- family relationships, school, social life etc. The onset of schizophrenia in early childhood years usually leads to disruption in a childs education. Child with schizophrenia often experience difficulty maintaining focus in class. Because of their environmental factors, they may feel as if they are being targeted by other students this is a state of delusion as well as figment of the imagination. A child who suffers from the onset of schizophrenia may need to have a teachers assistant who can provide them with the positive support while they are in school in order to function. Genetic predisposition: A genetic predisposition, a prenatal insult to the developing brain, and stressful life events. The role of genetics has long been established; the risk of schizophrenia rises from 1 percent with no family history of the illness, to 10 percent if a first degree relative has it, to 50 percent if an identical twin has it. Prenatal insults may include viral infections, such as maternal influenza in the second trimester, starvation, lack of oxygen at birth, and untreated blood type incompatibility. Studies find that children share with adults many of the same abnormal brain structural, physiological, and neuropsychological features associated with schizophrenia. The children seem to have more severe cases than adults, with more pronounced neurological abnormalities (NIMH, 2009). Experts now agree that schizophrenia develops as a result of interplay between biological predisposition (for example, inheriting certain genes) and the kind of environment a person is exposed to. These lines of research are converging: brain development disruption is now known to be the result of genetic predisposition and environmental stressors early in development (during pregnancy or early childhood), leading to subtle alterations in the brain that make a person susceptible to developing schizophrenia. Environmental factors later in life (during early childhood and adolescence) can either damage the brain further and thereby increase the risk of schizophrenia, or lessen the expression of genetic or neurodevelopmental defects and decrease the risk of schizophrenia. In fact experts now say that schizophrenia (and all other mental illness) is caused by a combination of biological, psychological and social factors, and this understanding of mental illness is called the bio-psycho-so cial model (Chiko, 1995). Children who dont receive medication treatment may not have a positive support system they may possibly have a much greater chance of experiencing hardship throughout life. Because medication would help stabilize a childs triggers from becoming worst as well as strengthen their cognitive functioning for a better outcome in life. The cognitive functioning is related to the types of symptoms experienced. Individuals with higher intelligence experience more positive symptoms, while those with lower intelligence experience more negative symptoms (Gonthier Lyon, 2004). Children who dont take medication for schizophrenia will have a difficult time creating optimistic coping strategies to help them with their adversities they may be encountering. Children who have received early medication interventions have a more likelihood of developing a stronger ability to deal with COS because of the early interventions they have receive (Gonthier Lyon, 2004). Treatment: Treatments that help young patients manage their illness have improved significantly in recent decades. As in adults, antipsychotic medications are especially helpful in reducing hallucinations and delusions. The newer generation atypical antipsychotics, such as olanzapine and clozapine, may also help improve motivation and emotional expressiveness in some patients. They also have a lower likelihood of producing disorders of movement, including tardive dyskinesia, than the other antipsychotic drugs such as haloperidol. However, even with these newer medications, there are side effects, including excess weight gain that can increase risk of other health problems. Children with schizophrenia and their families can also benefit from supportive counseling, psychotherapies, and social skills training aimed at helping them cope with the illness. They likely require special education and/or other accommodations to succeed in the classroom. The medication interventions that are available for COS are treatment based. Treatment for schizophrenia through medication is pharmacological therapy. Pharmacological treatment usually takes form of neuroleptic drugs and antipsychotics. Children who are taking this medications need greater care; not only because of the side effects but because there is a negative association between the dose administered and the patients level of social functioning. The most commonly used medications that are prescribed to children are: the antipsychotics risperidone Risperdal and olanzapine (Zyprexa (Nicholson, 2000). Antipsychotic drugs, like virtually all medications, have unwanted side effects along with their beneficial effects. During the early phases of antipsychotic drug treatment, patients may be troubled by side effects such as drowsiness, restlessness, muscle spasms, tremor, dry mouth, or blurring of vision. Most of these can be corrected by lowering the dosage or can be controlled by other medications. Different patients have different treatment responses and side effects to various antipsychotic drugs. A patient may do better with one drug than another (Nimh, 2007). The long-term side effects of antipsychotic drugs may pose a considerably more serious problem. Tardive dyskinesia (TD) is a disorder characterized by involuntary movements most often affecting the mouth, lips, and tongue, and sometimes the trunk or other parts of the body such as arms and legs. It occurs in about 15 to 20 percent of patients who have been receiving the older, typical antipsychotic drugs for many years, but TD can also develop in patients who have been treated with these drugs for shorter periods of time. In most cases, the symptoms of TD are mild, and the patient may be unaware of the movements (Nimh, 2007). Antipsychotic medications developed in recent years all appear to have a much lower risk of producing TD than the older, traditional antipsychotics. The risk is not zero, however, and they can produce side effects of their own such as weight gain. In addition, if given at too high of a dose, the newer medications may lead to problems such as social withdrawal and symptoms resembling Parkinsons disease, a disorder that affects movement. Nevertheless, the newer antipsychotics are a significant advance in treatment, and their optimal use in people with schizophrenia is a subject of much current research (Nimh, 2007). However an children who has received medication treatment based interventions will have the ability to better cope with tribulations. Counter Argument: There are parents who support COS without the use of medication intervention. These caregivers believe in a more holistic approach to dealing with COS. The holistic approach includes: the childs caregivers, school as well as doctor and community; they can implement strategies to help a childs successes without the use of medications. It takes a village to raise a child this means if the child has a great support system surrounding them it can be possible for them to do well without the use of medication. From an ecological perspective if the risks in a child/youth life overpower the positive factors the child/youth are at a greater destitution of environmental events and transitions over the course of life. Some would agree with this point because a youth can build up a natural resilience to cope with their dilemmas. This in fact can be stronger than youth who have been exposed to early interventions. Because they have learned to either fight or flight when it comes to difficulties they may face. Youth are able to demonstrate the fight or flight theory when it comes to adjusting to their context without any major downfalls, they can better become accustomed when adapting to lives trials and tribulations. Many families choose to support their child who has been diagnosed with COS with cognitive therapy. Cognitive therapy with COS patients involves education about schizophrenia, including treatment options, social skills training, relapse prevention, basic life skills training, and problem solving skills and strategies (AACAP, 2001). Social skills and basic life skills training can overlap, as children learn the age-appropriate skills necessary to function in their environment. This often includes communication skills such as eye contact, assertiveness and self-advocacy training, conversation skills, coping strategies, and basic self-care skills, such as grooming and hygiene, cooking, basic money management skills, and vocational training (Dulmus Smyth, 2000). Many of these skills should be taught within an educational setting and worked into a systematic classroom curriculum (Gonthier Lyon, 2004). This continues into early school age, when impairments in attention and behavior begin to manifest, affecting school performance. Because of these impairments, it is often the childs teacher who first notices early problems (Brown, 1999). The real onset of schizophrenia consists of four phases through which children continue to cycle corrosion increases with each cycle. Nevertheless more or less 10 year after initial cycle the acute phases tend to diminish. The first phase of COS is the prodromal phase, which involves some type of functional deterioration prior to the onset of psychotic symptoms. This can include social withdrawal, isolation, bizarre preoccupations, deteriorating self-care skills, and physical complaints, such as changes in sleeping patterns or appetite. These changes can occur swiftly or the childs abilities may steadily decrease over time (DeCesare, Pellegrino, Yuhasz, 2002). Amount of time during a one-month period: delusions, hallucinations, disorganized speech, grossly disorganized or catatonic behavior, or negative symptoms including flat affect, deficiency of speech, or lack of resolve (American Psychiatric Association [APA], 2000, p. 312). Duration of these symptoms may be shorter if they respond well to treatment. Only one of the aforementioned symptoms is necessary if delusions are bizarre or hallucinations include a voice keeping up a running commentary on the persons behavior or thoughts, or two or more voices conversing with each other (p. 312). In addition, the person must show a deterioration of social, occupational, and self-care functioning. With children this can include the failure to achieve expected levels of interpersonal, academic, or occupational achievement (p. 321). Symptoms must be present for at least 6 months. There is, on average, a 2-year delay between the onset of psychotic symptoms and a diagnosis of COS (DeCesare et al., 20 02). Several studies have been completed examining the suitability of the adult DSM-IV criteria for child and adolescent onset schizophrenia (Hollis, 2000; NIMH, 2001; Schaeffer Ross, 2002). These have found that there is a high degree of consistency between the two disorders in terms of symptoms, anatomical findings, physiological changes, and genetic presentation. One commonly recognized difference between the child- and adult-onset types is that, in children, psychosis develops gradually, without the sudden psychotic break seen in adults (Rapaport, 1997). Also, it should be noted that the poor functioning found in children with COS is more a result of failure to acquire skills rather than deterioration of skills, as is found in adult schizophrenics (Gonthier Lyon, 2004). Late-onset Schizophrenia Just like there is early onset schizophrenia that begins early in childhood, there is also late onset schizophrenia. Late schizophrenia is a range of clear as beginning after the age of 40 or 45. Its accurate occurrence is unclear, but not rare. It seems possible; clinically late-onset schizophrenia is similar to the earlier onset variety except for having a predominance of females affected. Having more schizoid and paranoid delusion and more visual, tactile, and olfactory smell hallucinations, and having fewer negative symptoms or thinking disorders (Torrey, 2001). Symptoms of late schizophrenia are similar to those in early-onset schizophrenia, especially paranoid type. To diagnose LOS, the patient should meet the DSM-III-R (2) criteria for schizophrenia (including duration of at least 6 months), with the additional requirement that the onset of symptoms (including the prodrome) be at or after age 45. The prototypical patient is a middle-aged or elderly person who functioned moderately well through early adulthood (despite some premorbid schizoid or paranoid personality traits) and who exhibits persecutory delusions and auditory hallucinations and shows some improvement in positive symptoms with low-dose neuroleptic therapy, yet has a chronic course (Harris, 2000). Effects of Medication on Cognition in Late-Onset Schizophrenia It can be argued that some of the neuropsychological deficits in schizophrenic patients may be due to the effects of medication. There is evidence that anticholinergic drugs can interfere with cognitive functioning, especially learning and attention (21, 62). Typically, learning impairment is associated with higher anticholinergic dosage or acute change in anticholinergic medication regimen. In terms of the reported effects of neuroleptic drugs on cognitive and psychomotor functions in patients and normal controls, there has been some variability and inconsistency in the literature (34). In general, sedative phenothiazines have been found to depress psychomotor function and sustained attention, but higher cognitive functions are relatively unaffected. In the majority of studies of schizophrenic patients, both cognitive function and attention improved with neuroleptic treatment, in parallel with clinical recovery. In general, the studies of neuropsychological effects of neuroleptic th erapy have not been addressed specifically in older schizophrenic patients. Childhood onset schizophrenia is persistent; it affects all areas of development and functioning. The symptoms vary significantly from one person to another making it difficult to determine what symptoms are core or identifying features. Childhood psychoses such as pervasive developmental disorder is very similar to childhood onset schizophrenia it is difficult to identify the difference between the two disorders because the characteristic overlap this makes it difficult when it comes to diagnosing a child who can be potentially be suffering from one of the two disorders. Conclusion Such a disease, which disorders the senses, perverts the reason and breaks up the passions in wild confusion-which assails man in his essential nature-bring down so much misery on the head of its victims, and is productive of so much social evil-deserves investigation on its own merits, by statistical as well as other methodsà ¢Ã¢â€š ¬Ã‚ ¦. We may discover the causes if insanity, the laws which regulate its course, the circumstances by which it is influenced, and either avert its visitations, or mitigate their severity; perhaps in a later age, save mankind from its inflictions, or if this cannot be, at any rate ensure the sufferers early treatment.

Computer-Based Training: Useful or Useless? Essay -- Technology Techno

Computer-Based Training: Useful or Useless? "The times they are a’changin’" sang Bob Dylan at one of his more profound moments. Oftentimes, it is human nature to resist change no matter what the situation in which the change is taking place. However, change is a fact of life and at a time of boundless innovations in the field of technology, the Information Age, if you will, it is futile to resist it. Unfortunately, that resistance is exactly what is causing many people to see only the disadvantages of computer-based training (CBT), regardless of the enormous amount of benefits the implementation of computer-based training could bring to their companies, their employees, and ultimately, to the bottom line (profit). In an attempt to be objective, a definition and some background on CBT are in order. What is Computer-Based Training? Computer-based training is, in a general sense, a reproducible system of instruction conveyed through the use of a computer for the purpose of training an individual. Pretty vague, isn’t it? To be more specific, CBT can take on different forms. According to Kulik, Kulik & Shwalb (1986), as quoted in an article on CBT by Christopher Janicak (1999), CBT programs can be classified as: computer-assisted instruction (CAI), in which the program provides drill and practice; computer-managed instruction (CMO), in which the program evaluates the student's test performance, guides him/her to appropriate instructional resources and tracks progress; and computer-enriched instruction (CEI) in which the computer serves as a simulator or programming device. Most CBT modules are "†¦developed by teams of five specialists: an expert in the particular subject (a SME), a technical exper... ...iance". Pipeline& Gas Journal, 222, 52-54. Dhanjal, R. & Calis, G. (1999). "Computer-based training in the steel industry". Steel Times, 227, 13-14. Dick, W., & Carey, L. (1996). The Systematic Design of Instruction. New York, NY: HarperCollins. --- (1997)."Interactive media corp. receives awards for multimedia programs". Information Today, 14, 31. Janicak, C. (1999). "Computer-based training: Developing programs with the knowledge-based safety training system". Professional Safety, 44, 34-36. Lawson, S. (1999). "Computer-based training: Is it the next wave?". Professional Safety, 44, 30-33. Prewitt, M. (1998). "Darden execs share ins, outs of computer training". Nation’s Restaurant News, 32, 57-58. Rubenstein, E. (1999). "The learning imperative: Operators tap CBT, the ‘net,’ to train and retain employees". Nation’s Restaurant News, 33, 51-52.

Application Paper

I focused solely on their nonverbal communication and watched how they were able to enhance their conversations with things such as gestures, behavior, and tone or volume. O'Hara and Wingman state that there are times when no dialogue is needed to have a conversation and communicate (128). Through my field study, I found this to be very true and observed several Interactions between many people and I was able to understand what their situation was by simply watching them communicate nonverbally. Studies show that nonverbal behavior carries more importance than verbal behavior when we express spontaneous feelings, assess the motives of others and how they present themselves, express rapport with others, and figure out others' meanings when there are not many other behaviors to observe† (130). One couple I saw, seemed to be arguing about something and he did not seem to have any interest in what she was saying. First, I could easily assume they were a couple by the way they acted .They sat very close together, they were sharing a drink, ND she often grabbed his hand to get his attention. Her grabbing his hand Is an example of body movements called kinesics which are the aspects of gestures and body movements that send nonverbal messages (135). It also indicated a love- Intimacy touch. The nonverbal message being sent was that they're together, she cares, and is trying to resolve things. Him, on the other hand was speaking with his eyes. Oculists is the study of the use of the eyes to communicate, and it covers the Importance of the eyes In communication across the lifespan† (137). The fact that he was not making eye contact and constantly rolling his eyes every time she was trying to talk to him gave off the message that he doesn't care about what she has to say and he's most likely annoyed with her. They were carrying on a verbal conversation but by paying close attention, you could easily notice all the nonverbal aspects of their argument. For exampl e, there were times when she would slam her hand on the table.This could easily indicate she's emphasizing what she Is saying and is trying to get her point across. Her slamming her hand down is an example of an illustrator. An illustrator reinforces verbal messages and helps visually explain what is being said (135). Another nonverbal aspect was their voices. â€Å"How we pause, the speed and volume of our speech, and the inflections we use are vocalizes nonverbal messages called Paraguayan† (155). Studies show that we find angry, demanding voices annoying and whiny voices even more annoying (139).This applies to the situation because his girlfriend was raising her voice and trying to grab his attention, when in laity, it was most likely causing him even more reason to not even give her the time of day and pushing her away even more. You could also notice how she was embarrassed to be arguing in public so she would often lower her voice when she realized how loud she was bei ng. Another way they communicated nonverbally was the amount of personal space they had. She was trying to be In his Intimate space, O to 18 inches away from him, whereas it seemed that he did not want to be that close to her.After about 15 minutes, she finally got up, kicked his chair and left, which is after her, which indicated he was over the argument and seemed relieved that she had left. By watching a couple for only about 15 minutes, I was able to pull out a lot of information as to how they were feeling and what situation they were in. It's easy to assume things about a couple and their relationship by simply paying attention to the small details. Nonverbal communication is much more spontaneous and unintentional which means it's a better indicator of how someone truly feels (129).Although they were speaking, their gestures, body movements and several other actors enhanced the conversation and allowed the other person to obtain a better understanding of how they felt. For ex ample, she made it clear to him that she was upset and angry and he made it very evident that he was not in the mood to argue and did not care what she was saying. It is very easy to understand a situation better when nonverbal communication is involved. This field study allowed to me to observe many aspects of nonverbal communication and apply them to the people in the food court at my local mall.

Qualitative Assessing of Tongan Mothers Using WCH Books Essays

Qualitative Assessing of Tongan Mothers Using WCH Books Essays Qualitative Assessing of Tongan Mothers Using WCH Books Paper Qualitative Assessing of Tongan Mothers Using WCH Books Paper Essay Topic: Mother To Mother Over the last few decades, the backbone of monitoring child health has been the use of growth chart and childcare records (King, M. 1978). These have been more widely used in developing countries than in developed countries because of lower accessibility of health services. Since the universal promotion of Primary Health Care in 1978 (WHO/UNICEF, 1978), there has been an increase in the investment on child health monitoring, albeit insufficient, especially in deprived communities of both developing and developed countries. In New Zealand, monitoring of child health have been systematically developed through Plunket and Public Health nursing services (MOH, 1998). The focus has been the use of Well Child Health book (WCH). Over the years, the WCH book have developed from growth monitoring using weight, height and age to a comprehensive booklet to cover growth monitoring, immunization, nutritional status, records of sickness episodes and other reasons for use of health services. The latter version has also included health promotion materials for mothers and health care workers. The wide use of the WCH book has not been accompanied by stringent research to assess its efficacy. That is, the book has been widely used but to date no research have demonstrated that the health of children using the book is better than those not using the book. Much of the work done has been focussed on the utilization and coverage. This project is a pilot study qualitatively assessing the use of the WCH book among Tongan mothers. There is no ethnic specific data available to examine ethnic specific aspects of use of the WCH book among communities wherein English is a second language. This study will also contextualise the knowledge, attitude and practice of the WCH book of Tongans in Auckland. The research objectives were:  · To explore Tongan mothers attitudes towards the Well Child Health book and its usefulness  · To develop recommendations for better utilization of the Well Child Health book by Tongan mothers. What is Well Child Health book? It is an information book about health and development of child. This book is for the mother to keep and use for your child. It is part of the Well Child Tamariki Ora Program. The program helps parents and caregivers keep children well by providing:  · Support  · Information and advice and  · Regular health checks as your baby grows. All children develop at different rates. Your child will have her own state of wellness and health. The Well Child-Tamariki Ora checks is done by a nurse, doctor or midwife who has been specially trained to do immunization and child screening checks of babies and children. The Well Child-Tamariki Ora health workers include midwives, nurses, doctors, community health workers, dental therapists and vision-hearing testers. These health workers are all there to help you bring up a healthy happy child. METHODS Five Tongan mothers in the Auckland area were selected to take part in this research. Convenience sampling method was used, as they were easy to be recruited, likely to participate and respond and near at hand (Bowling, A. 1997). Moreover, there is no language problem. These mothers were recruited during a Pacific consultation for maternity review in Auckland. Having identified their names, they were then approached about the research, which they were all happy to participate. Names, phone numbers and addresses were taken so I could contact them for the interviews. The youngest respondent was 21 and the oldest was 38 years old. Of the five mothers, one was a single mother and the rest were all married. Geographically, one respondent was from Pakuranga; one from Otahuhu and the other three respondents lived in Mangere. Contact was made and time was arranged for the interview. Each prospective participant was met and explained about the research at their own place. An information sheet (information sheet enclosed) outlining the research project and what is involved was given to these respondents. Two of the respondents needed the information sheet and consent forms explained and translated into Tongan. Once consent had been obtained, a face to face interview was undertaken. The interview were semi structured (Robson, C. 1993). The interview began with an introductory talk in which thanks was extended to them for their participation, explaining the project briefly, explaining the consent form and confidential issues, explaining her right to ask questions, withdraw herself or any information from the study (Robson, C. 1993). When all the above issues were dealt with, the respondent was asked to sign the consent from (consent from attached). Questions asked were related to these areas:  · Understanding of WCH book  · Usage and usefulness of the WCH book  · Duration of use and why stopped  · Recommendations An open-ended question for each area was prepared in order to get a checklist for the interview (Robson, C. 1993). Probing questions to clarify answers and to cover the area followed each main question (Bowling, A. 1997). Each interview lasted around 30 45 minutes and took place at the participants; home. All interviews were undertaken in the participants first language (Tongan) and audiotaped with the consent of the participant. There was no objection at any point in time about being audiotaped. Relevant facts were also noted during the interview, which would help clarify specific issues. Audiotaped interviews and notes were transcribed into English. During the analysis stage, the information from the transcription was first categorized according to the main areas (David, R.T. 1996). Then the frequency of each datum was counted in order to get quantitative data set of the research. Data, which go together, are grouped so as to develop sub-categories under the main categories. Repeated scrutinizing the quantitative data set (David, R.T. 1997), the recorded tape and the transcription helped to do a qualitative data analysis, which is described in the research finding section. RESEARCH FINDINGS Research findings are presented under these main headings: 1. Understanding of WCH book 2. Understanding of usage of the book 3. Usefulness of WCH book 4. Duration of usage of book 5. Barriers to using the book 6. Recommendations 1. Understanding of WCH book According to the research findings, 3 of the 5 participants had a very good understanding of the book. One had a fair idea of what the book was about and one participant had no idea of what the book was used for except for immunization records. The five participants had different level of understandings, which depended a lot on who and how the information was explained to them. 1.1 Where the WCH book was given Four of the participants said that the book was given to them at the hospital before they left the hospital. One of the participants got given the book at home when the nurse visited the next day after being discharged. The respondent said: I saw the nurse giving the book to one of the mothers. When I left I wasnt given a book and I was worried and concerned that something might happen to baby and I wouldnt know what to do especially when this is my first baby. 1.2 Who gave the book? All the five participants mentioned that a nurse gave them the book. One responded: I was not sure what sort of nurse gave me the book because they all looked the same and they were all nurses to me. Another respondent said: There were so many nurses there, I was not sure whether they were mauli (midwife), doctor or just a Pink nurse (trainee nurse in Tonga), you know what I mean eh! All I know I got given a book by a nurse. 1.3 Explanation of the book All five participants mentioned that there was minimal explanation about the book by the nurse. The degree of explanation ranged from heres the book, go and read it to assuming that we all know about the book. Three of the participants spoke fluent English, and the other two had very little understanding of the English language. One respondent said: The nurse came and gave me the book and said, this book is for baby, take it home and read about it. Before I said anything she had walked off. I was too shy to call her again in case she gets angry with me. Another respondent said: The nurse said to me take to Plunket for her needles and she will tick, tick, and tick. All I understood was the Plunket and the tick, tick, and tick bit. Fortunately my mother was home to help me with baby but not the book. The Plunket nurse came and did just that, tick tick, ticks. All the participants mentioned that the most they heard from the nurse was about babys growth and immunization and no further explanation. 2. Understanding of the Usage of the book All the respondents were aware that the book was to be used for the baby for some reason or another. The degree of use varied from record to resource and immunization. 2.1 As record All the respondents mentioned and understood the book as keeper of records for the baby. One respondent said: I use it to keep all the records of my babys activities. Ive kept a diary since I was 13 years old, I know it is good and I want to do the same for my baby. Another respondent said: The only time I use this book for is to keep a record of my babys immunization when I go to the Plunket or the family doctor. 2.2 As resource Majority of the respondents mentioned that the book has plenty of information about babys growth, first aid, nutrition that any mother or caregiver could look up if they need any information and still feel comfortable at the end. One respondent said: As a first time mother, I feel good and confident that I can look up any information I need for my baby when no one is around until nurse comes. Another said: Even though I dont understand or speak much English, I feel ok when I see the pictures in the book until the nurse comes. 2.3 To confirm information One respondent in particular said: I have my family to support me and I use this book as a way of confirming what my family tells me about my baby. I am young and sometimes they tell me things that are old to my way of thinking. I use the book to keep the balance. 3. Usefulness of the WCH book All the participants mentioned that the book is very useful once you understand. Two of the participants who had little understanding of English said: 3.1 For me Although our English is not very good, we know that the book has lots of information for me and my baby which are useful in order to keep my baby healthy. 3.2 For my baby One respondent said: This is my Bible. I take it with me whereever I go. I feel safe with it because its just so useful; it has everything I would need if my baby were not well. Another respondent said: I dont have my mother with me all the time, so this book is good for me. I dont feel lost and I dont have to rely on my family for every thing to do with my babys health. 4. Duration of use of book All the participants had varying time of usage ranging from 0-5 years. Majority of the participants mentioned that they religiously used the book for their first baby only. Being a first time mother, you just want to do everything right for the baby, come second baby and the rest, you loose that novelty because its the same thing over again. One respondent said: Its the same old thing, why bother using the book. I am an old hand at it now. Another said: Theres nothing new, so Ill just use it for the immunization; at least my babys immunization record will be kept up to date. Another said: I stopped using the book after my first baby. I know that my Family Doctor was keeping a record of my babys health etc which is exactly what Im doing. Why should I do the same when my Doctor is doing it for me, beside I pay her enough so she should. So Ive stopped using the book since my second baby and I have four children now. 5. Barriers to using the book While all the participants agreed that the book is useful and an asset to the mother and child, there were aspects of the book they did not quite like which made them stopped using the book. 5.1 Size There was mixed feelings about the size of the book. For the mothers with 2-4 children, they felt the book was too thick and unnecessary extra weight to carry around especially when its the same thing. One respondent said: Its just too bulky. Sometimes I cannot fit it in the nappy bag so it gets left behind. Another said: It is much too thick for us mothers with many children because theres nothing new in it. It should be smaller in size for mothers with second, third babies etc. 5.2 Content All the participants stated that the content is fine for first time mothers but felt that it is boring and monotonous for second time round mothers. One said: I would like to see something different. It is boring looking at the same thing day in day out. Another said: There is no specific Tongan illness like mavaeua (natural closure of the fontanels) or tapitopito (umbilical hernina) or makehekehe (winding condition). If some of the Tongan illnesses or conditions had been included in the book, then I would use the book more often. 5.3 Presentation Majority of the participants liked aspects of the book. All stated that they did not like the cartoon type pictures and the dull colors. One said: I want to see the real thing. I want real baby pictures instead of the cartoon type, and Id like to see more bright colors used. 5.4 Language All participants stated that the WCH book should be translated into Tongan. Those that could understand English felt very strong about it. The few that could not speak English well were adamant that if the book had been translated into Tongan, they would have understood and used the book more often and more importantly more effectively to ensure their baby is healthy and stay healthy. One said: I swear if the book was written in Tongan, I guarantee my child would have been more healthily because I would have read and understood what the book was about and give my best to my baby. 6. Recommendations 1. Awareness program for hospital nursing staff on full and clear explanation about the WCH book and its use. 2. Using real baby pictures and events. 3. Use bright colors to attract attention. 4. Reduce size of book for mothers with two or more children so that its not boring and repetitive. 5. Include specific Tongan childcare practices and illness common to them and to other ethnic groups. 6. A separate card system for immunization records. 7. Keep the WCH book at the clinic. 8. Use of ethnic specific interpreters for better understanding. DISCUSSIONS The five Tongan mothers selected for this research were willing and keen to talk about the WCH book They talked openly about their perceptions and experiences both as a mother and a caregiver. They were very keen to share their likes and frustrations about the use of the book. Although the majority of the participants had a clear understanding of the book and usage, a few had little understanding which was mainly due to minimal explanation by the nursing staff at the hospital and more importantly the language barrier.

Awesome Cover Letter Examples for College Students to Engage Employers

Awesome Cover Letter Examples for College Students to Engage Employers Awesome Cover Letter Examples for College Students to Engage Employers Writing a cover letter for resume as an undergraduate or freshly graduated student is both an exciting and difficult prospect. While many students focus on writing their resumes in order to impress their future employers, it’s important to note that both your resume and the cover letter for resume you send are what make your application. They both serve as a way of communicating who you are and how the company you are applying for can benefit from having you. It’s a two-way street after all. Many students will complain that their cover letter wasn’t good enough and that’s why they were turned down. While it’s not impossible, the more probable cause was that they mass e-mailed a resume with a cover letter and crossed their fingers. This is not how you apply for an internship or a job position. It shows that you don’t care about your employer and only think about yourself. Let’s take a look at how you can write a cover letter for resume in order to get hired. Do your research The best way to come up with perfect content for your application paper is by doing research. What does your dream company do? How long are they in business? Who is their CEO? Any and all information that you find about the company that you are chasing for an internship will help you a great deal. It will show that you care about them and do your work thoroughly. You can look up some cover letter examples in order to have a better understanding of what a company is looking for in its interns. The most prominent and developed companies don’t look for your academic background but for your particular set of skills. The most sought after skill in the corporate world is leadership. The ability to manage people and projects. Not how high your grade was in a particular course. Adapt to your company’s needs and you will be on your way of earning that internship you are looking for. Adapt your writing There is a cover letter for resume example everywhere you look, and knowing which style and tone of voice to acquire in order to impress your employer is part of the writing process. Some of the cover letter examples for students offer very detailed and step-by-step guides on how to craft your cover letter. Make sure that you study each one in order to recognize what style you need to use for that particular company. Are you sending your application via e-mail or in an envelope? Sometimes the envelope might be a great idea considering that it’s a dying fashion. It will help you look professional and elegant; making sure that your cover letter for resume actually gets read. Manage expectations The fact of the matter is that you are not the only person applying for a particular internship. It doesn’t mean that you should panic, only think critically about the chances you have. The most common mistake many students make is that they think the cover letter for resume is the first thing that your future employers will read when they receive your application. While in some cases that might be true, your employer is more interested in your resume. If it is well written and has everything that that particular employer wants in an intern, he or she will read your cover letter. Only then will the cover letter for resume come into play when applying for an internship. This means that your resume must be on par with what the company is looking for. It has to be well written and formatted, but most importantly it needs to fill the employer with confidence that you are the right person for them. It also means that you have to adapt your cover letter to your employer. While students think of internship more than they do of the company providing it, this has proven wrong in practice. You letter must be hand-crafted to cater to that particular company and only then does it have a chance in impressing your employer and landing you an internship. Format your paper While it’s important to adapt your writing to your employer, it’s even more important to format the paper properly. Try looking at some cover letter examples for students. You should start your cover letter for resume by greeting the person reading it (by name, mind you). The introduction of your paper should contain the reason for why you are writing the application and how you specifically can help the company. Employers are interested into why they should hire you and what benefit they have from you. Be sure to get straight to the point as soon as possible and your cover letter for resume will do the trick. The next paragraph should focus on your particular skills and again, how they can benefit the company. Make sure to keep the narrative going forward and don’t use the same sentences twice. It’s unprofessional and the employer will get the impression that you don’t have anything else to say. Use the final paragraph to close your cover letter for resume and state that you are looking forward to getting a phone call or an e-mail from the company. Always make sure that you give the reader a call-to-action, something that you expect them to do after they finish reading. As you’ve probably noticed by now, there is no way to write one cover letter and send it to multiple companies hoping that they will contact you; because they won’t. Adapt to your company of choice and craft the paper according to the research you’ve previously done. Following these tips and ideas will greatly increase your chances of earning an internship. It doesn’t mean that your cover letter for resume will be perfect, but it will be that much more professional and true to whom you are. Put every bit of hard work and effort into crafting your resume and cover letter; you will soon realize that hard work does pay off.

Justice Essay Example | Topics and Well Written Essays - 500 words - 2

Justice - Essay Example Justice is the subject which is like the mirage for the philosophers, politicians, sociologists, economists and various types of non-governmental organizations. No two human beings are alike, their expectations are not alike, their reactions to the various life-situations are not alike, and how then a uniform system of justice can be framed that satisfies the needs of all? Is it correct for an individual, when all the avenues for seeking justice are closed, to remain satisfied thinking about the platitude, ‘It is better to deserve without receiving, than to receive without deserving’? That would be the defeatist attitude towards life, and such a man would reach the dead end of the road in the pursuit of creativity in life. The greatest contributor in the hot race of securing justice is the concerned individual, and not any outside agency. When one realizes that one is the creator of one’s destiny and not the victim, the gates for the mansion of justice will automa tically open. Aristotle suggests that justice occurs when everybody gets what they deserve. But the question is how to achieve that state? Does a man know what he deserves and at what level of internal and external progression he is placed? Self-introspection is the beginning of the process of seeking justice. Even the best governors of society can provide a reasonably good framework of rights within which individuals can follow their own values, but that cannot be the perfect mode that satisfies the cravings of one and all. Political activity at the highest form of its perfection will fall short of providing assurance of good life to all. Governance under all political philosophies be they capitalism, communism, socialism, theocracy, fundamentalism and the like have failed to provide total justice to an individual. As such, political establishment is not the panacea to secure equitable justice

Organizational Interview Paper Essay Example | Topics and Well Written Essays - 500 words

Organizational Interview Paper - Essay Example John Pemberton concocted the Coca Cola formula in a three legged brass kettle in his backyard†(Bellis, 2009). At present, Coke is the largest non-alcoholic beverage company in the world even though PepsiCo is raising stiff challenges to Coke’s supremacy. â€Å"Coca Cola is currently operating in more than 200 countries with over 50,000 employees and more than 800 production and distribution centers and 300 worldwide bottling partners† (The Coca-Cola Company: Growth, Leadership, Sustainability, 2009). Replying to one of my questions, Jack Nicholas told me that, Coke had a standardized vision and mission statement for the entire world earlier. But globalization brought many changes in the global business circuits and internationalization of business was made easier as a result of that. He has told me that Coke realized the importance of diverse marketing strategies in different countries in order to make Coke as an acceptable soft drink in foreign markets. In his op inion, keeping same vision and mission for the entire world is meaningless since the requirements of different regions or countries are different. He has also stressed the importance of internationalization business and different mode of entries used by companies in entering foreign markets. Merger and acquisition is accepted as the major mode of entry in foreign markets by coke.