Reagan's Part In Ending The Cold War Essay Example | Topics and Well Written Essays - 750 words

Reagan's Part In Ending The Cold War - Essay Example It is then a question of determinacy or of choice. The historian John Lewis Gaddis, in his book The Cold War, highlights the figure and role of Ronald Reagan as being the reason for the downfall of the USSR. Gaddis gives much attention to the character, personality, and beliefs of the former president. In his own estimation, Reagan’s personality led to his decision to abandon the policy of dà ©tente, one which had been a central one of the American government since the Nixon administration. â€Å"Reagan came to this position thorough faith, fear, and self-confidence. His faith was that democracy and capitalism would triumph over communism, a ‘temporary aberration which will one day,’ he predicted in 1975, ‘disappear from the earth because it is contrary to human nature’† (Gaddis 2005, p. 276). Reagan’s intended his own economic policies, specifically de-regulation and low taxes, to have an international appeal in contrast to the party-line Marxism of the Soviets. Reagan shrewdly sought to abolish nuclear weapons while also enacting a massive military build-up. â€Å"It followed that neither communism nor nuclear weapons should continue to exist, and yet dà ©tente was ensuring that both did† (Gaddis 2005, p. 217). This allowed him to gain support abroad and curtail any suspicions on the Right that he was going soft. According to Gaddis, Reagan suspected that the USSR had suffered ideologically in the eyes of the world. Reagan implemented the Strategic Defense Initiative, which â€Å"challenged the argument that vulnerability could provide security [and] exploited the Soviet Union’s backwardness in computer technology†¦Ã¢â‚¬  (Gaddis 2005, p. 226). Reagan’s policy of confronting the USSR while also leaving open the possibility of peace forced the Soviets to increase defense spending while already fighting in Afghanistan.

Publication Manual of the American Psychological Assocation (APA) 5th Essay

Publication Manual of the American Psychological Assocation (APA) 5th edition book report - Essay Example The book also gives special attention to the treatment of numbers, statistical and mathematical data, tables, and figures to present data in reports or presentations. The manual is divided into nine sections that are further divided into sub-sections, each duly labeled with page numbers so that the user can quickly access the required information. The APA manual is a well organized and user-friendly book that guides writers in all aspects of writing a paper - starting from designing the research and evaluating the content to preparing the manuscript for publication. Some of the major points of the book are mentioned below: The most important point that is highlighted in the book is the position taken by the American Psychological Association on plagiarism. According to the APA (2001), it is important to ensure that psychologists do not present substantial portions of another’s work or data as their own, even if the other work or data source is cited occasionally. The entire book revolves around rules and conventions that have been set by the APA to ensure that the writer gives due credit to the authors of the sources that have been used in writing the paper. The two important items that help in referencing the sources in a paper and that have been addressed in detail in the book are (a) in-text citations, and (b) referencing. The manual guides writers in using parenthetical reference citations wherein the sources are briefly identified within the text using the author’s surname and year of publication enclosed in parenthesis at the point where the information is used (APA, 2001). These citations direct the readers to the reference section at the end of the paper, which provides the complete information of all the sources that were used in writing the paper. All the topics in the book are explained in such detail that

Question Of Ethics In Photojournalism Media Essay

Question Of Ethics In Photojournalism Media Essay Ever since the practice of illustrating news stories with photographs was made possible at the turn of the 20th century, newspapers have relied heavily on strong, topical imagery that contributes greatly to the news media by making facts of an event relatable to the viewer. Photojournalists thence are not only expected to produce content thats timely and narrative, theyre also guided by a rigid ethical framework which demands that the work is both honest and impartial in strict journalistic terms. Weve all heard the saying: A picture is worth more than a thousand words, and over time, it has become apparent that no picture is worth more words than a picture that documents death and suffering caused by natural disasters, or death porn, as its often referred to as. Its true that when it comes to making headlines, photographs of human misery and devastation win the prize. Whether its an earthquake in Haiti or floods in Pakistan; a Tsunami in Japan or a hurricane in North America nothing resonates with viewers and readers like a graphic sometimes even downright gory image of the incident printed on the front page of a newspaper the very next day, or in a matter of hours in case of websites, making photojournalists and their work more and more popular and significant as we progress further into the digital age. It is important to note, however, that with such popularity comes great responsibility. While it would be nice to presume that every photojournalist is honest and complies with the ethical framework that dictates absolute objectivity, it sadly isnt the case. Like any other form of journalism, the problem with photojournalism ethics is that answers are not easily found when they are most needed. Ethics is an inherently subjective field, and hence what answers there are, are often derived from emotional outbursts of personal opinion rather than from the calm of reason like they should be. What are the Photographers personal motives? We need to understand that photojournalists are constantly defining reality. By selecting what stays in the 35mm frame and becomes a picture that will eventually be seen by the world, the photographer makes a conscious decision to edit out parts of a scene which may or may not have contextual relevance to the story. Decisions regarding camera, lens, angle of view, lighting, and modern editing tools such as Photoshop can very well change a photographs meaning and are therefore constant considerations. Especially in cases of natural disasters when conveying the news of the calamitys magnitude is important but the honour of victims is also at stake, photojournalists have a moral responsibility to decide what pictures to take and what pictures to eventually show to the public. This is where the issue of personal loyalties comes in. Photojournalists, like the rest of us, are human beings driven by self-esteem, self-actualisation and economic motives. It might be in some ways right to assume that if a photographer while on assignment in Haiti, for example, was more loyal to their own career progression, high on the idea of winning the Pulitzer for taking heart-wrenching pictures of children crushed under rubble of cement and steel while their mothers weep helplessly, instead of being loyal to the profession and documenting the aftermath of the earthquake in an impartial, non-sensational fashion, might be more prone to ethical oversights. The same rule applies for editors that operate in the newsrooms. It is important to understand that a photographer may in fact usually does have a very different ethical alignment than an editor, the organisation or the readers depending on catastrophe that he or she is covering. Taking a picture of a subject in an unfortu nate state is the photographers choice, usually based on a split-second decision, while publishing that photograph on the front page for the world to see is the editors choice which is made after a significant amount of contemplation and discussion. The problem of unpredictable audience reactions and a photographers dilemma: to shoot or not to shoot? You have to have an inner voice to tell you when to shoot and when not to shoot. Try to be the eyes of the reader you know that you are there doing your job because other people cant be there. It is a pretty heavy responsibilityà ¢Ã¢â€š ¬Ã‚ ¦ Our job is act as professionals and to show the world images that they cant see because they arent there. Says veteran photojournalist and Pulitzer finalist John Tlumacki, who has documented many natural as well as man-induced disasters during his decades-long career. News organizations and photojournalists often find themselves besieged by furious critics accusing them of publishing insensitive, graphic photos of disaster-struck zones that are not necessarily newsworthy and only serve to further the victims misery. However, according to Saeed Memon, a photojournalist who works for Pakistans Dawn News, the only way he felt he could really help people during the 2010 floods was by taking pictures that told the world of peoples stories and plight. Photographing the flood victims was one of the hardest jobs Memon was ever assigned. The misery and destruction is not something one can imagine sitting in the comfort of their homes, and photographing people die of disease and hunger following a natural disaster, he says, can be more psychologically rattling than photographing dead bodies in a war zone. Ive photographed dead children and people from decent families who were literally begging for food. The pictures I took not only haunt me but keep remindi ng me of the misery that I witnessed But do I regret taking the pictures? Absolutely not. The world needed to know. The same goes for every photographer who has covered the events in Haiti, New Orleans and South-East Asia after the Indian Ocean Tsunami: they just happened to be at the right place at the wrong time, and most of them seem to concur that the enormity of such disasters just cannot be communicated without graphic photos, which eventually foster support for rebuilding the devastated regions. But the questions that arise about these photographers moral and professional character once their work reaches the public are just a small price to pay. The publics reaction serves as a barometer of a photojournalists ethics. Public generated content Today, with the rise in technology and digital cameras, photographs flow in torrents. We have become documentarians; recorders of anything and everything, all the time, so if and when a disaster strikes, the influx of amateur photos and videos shot by self-proclaimed citizen journalists who know little or nothing about the journalists code of ethics is overwhelming. Although such no-holds-barred or tabloidy content might not be published by credible newspapers run by trained journalists and ombudsmen, it is quickly and easily splashed over the internet for all to see. And this gives professional photojournalists a bad name, according to Tlumacki. What people need to realize is that we are news photographers, not somebody out there with an iPhone, jumping over people to put images on YouTube. The decision making process: questions to ask self After every natural disaster, editors struggle to come up with answers to some critical questions: Will a picture offend the dignity of victims? Will the viewers appreciate it? Will not showing it sanitise the heartbreaking reality that is in fact newsworthy? All these contemplations lead to the ultimate question: where should the news media draw the line? The sheer magnitude of a disaster has much influence on an editors disposition. The Times ran a dramatic front-page photo of a woman overcome with grief amid rows of dead children after the Indian Ocean tsunami, and again, when Hurricane Katrina hit New Orleans, it ran another front-page picture of a body floating near a bridge where a woman was feeding her dog. The newspapers first public editor, Daniel Okrent, despite being bombarded with criticism, concluded the paper was right to publish these pictures because they told the story of the disaster. It is true that the more images of unimaginable suffering are published, the more international aid pours in because the victims are representatives of tens of thousands of people whose plight is essentially exemplified by the photojournalist, and it thus publicising their suffering can prove to be valuable in potentially saving many others. At the same time however, it must be remembered that if the images dont help propel the story, and are not respectful to the victims by infringing their privacy and photographing the deceased in stages of undress, or simply taken out of context by irresponsible and/or sensationalist close-ups, then the whole purpose of their job is rendered moot. Media biases There are multiple standards for choosing the photographs that go into print. One of the most significant standards proximity to readership prevents most newspapers from publishing graphic photos with local stories, no matter how significant the catastrophe. Many editors argue that if audiences are only exposed to explicit photos when the subjects can be classified as geographically, racially or socioeconomically different from the locals, then the photos themselves become a marker of difference. Western media has time and again been accused of treating deaths of these other more graphically and insensitively than the deaths of white people in the U.S. and Europe, and this was illustrated well in The hierarchy of global suffering: A critical discourse analysis of television news reporting on foreign natural disasters, published in the Journal of International Communication, a comparative analysis of glaringly biased news coverage by Western media during disasters in Australia, Indo nesia, Pakistan and USA. Concluding philosophies As a medium of storytelling that has progressively come to take precedence over the written word, photojournalism today has become more popular than ever, with thousands of brilliant, newsworthy but often also unnecessarily explicit images being published in newspapers, magazines and websites across the world every day. In his seminal textbook, Photojournalism, the Professionals Approach, author and photojournalism professor Kenneth Kobrà © writes, Photojournalism has no Bible, no rabbinical college, no Pope to define correct choices. Many studies conducted on the ethics of photojournalism over the years try to reach a conclusion by either interpreting general moral rules or specific guidelines of professional, ethical behavior in a journalistic context, but the truth is, no specific course of action can ever be completely right for all audiences for every imaginable situation. What can be conceded to however, is that truth laced with objectivity, beyond all other principles, is t he guiding warranty for ethical journalism in all situations and disaster coverage is certainly not an exception.

The Benefits of Tai Chi Essay -- Research Essays Martial Arts Papers

The Benefits of T'ai Chi History of T'ai Chi One of the most relaxing forms of martial arts, T'ai Chi, can help to overcome such problems as arthritis, rheumatism, back problems, lack of balance, high blood pressure, stress, post-traumatic stress, lack of energy, and more. T'ai Chi is a non violent form of the martial arts whose roots are derived from the Chinese and correlated with Traditional Chinese Medicinal techniques. There are many forms of T'ai Chi, including T'ai Chi Chuan and T'ai Chi Chih; all of which have been studied for thousands of years to improve the Chinese way of life. There have been many records of the origin of T'ai Chi reaching as far back as over 3500 years ago. In addition to a Chinese Martial Art, T'ai Chi has origins related to Taoism, which revolved around calmness, "tranquillity of mind," and the improvement of health and persona (wysiwg://25/http://www.spiritweb.org/Spirit/tai-chi.html). Monks employed T'ai Chi as means of be coming more in tune with their bodies and their environment. Ther efore, this martial art helped them to "defend themselves against bandits and warlords through physical health and spiritual growth" (http://www.maui.net/~taichi4u/overview.html). What is T'ai Chi? T'ai Chi is an entire body experience meant to relax its participant and allow one to "effortlessly experience the vital life force, or Chi, in one's body" (http://www.fitnesslink.com/mind/chi.htm). T'ai Chi is literally translated to mean "Supreme Ultimate," and it teaches one to be more relaxed through a greater connection with one's body and awareness of one's movements and thoughts (http://members.tripod.com/~donalo/introd.htm). This experience differs from other "hard" martial arts, by i... ...every aspect of our lives and the world around us" (http://www.maui.net/~taichi4u/overview.html). Bibliography Lai, J. S., Lan, C., Wong, M. K., Teng, S.H. (1995). Two-year trends in cardiorespiratory function among older Tai Chi Chuan practitioners and sedentary objects. Journal of American Geriatrics Society, 43, 1222-1227. Jin, P. (1992). Efficacy of Tai Chi, brisk walking, meditation, and reading in reducing mental and emotional stress. Journal of Psychosomatic Research, 36, 361-369. Schaller, K. J. (1996). Tai Chi Chih: an exercise option for older adults. Journal of Gerontological Nursing, 22, 12-16. Wolf, S. L., Barnhart, H. X., Kutner, N. G., McNeely, E., Cooler, C., Xu, T. (1996). Reducing fraility and falls in older persons: an investigation of Tai Chi and computerized balance training. Journal of American Geriatrics Society, 44, 489-497.

Health Care Operations Essay

In a healthcare organization, there are issues, like any other organization. The difference is that in this type of organization, peoples’ health or even their lives can be at stake. Therefore, there is little room for error and all issues must be addressed as soon as possible so that the impact can be controlled and minimized. One such issue can be the overcrowding of the emergency department at hospitals. Many hospitals face this problem especially at the time of disasters and calamities. At times of emergencies, injured people can be flowing in. At times like these, there is always a shortage of space, doctors, supplies and medical attention. Such a problem can have a great negative impact. To analyze the root cause of this problem, following is a ‘five whys’ section aimed at getting to the root of the problem. Why-1 Why is the emergency department being overcrowded? There is not enough space to accommodate the incoming patients. There is mostly a lack of beds, rooms, doctors, medical supplies and treatment. At times of emergencies, the patients coming in are severely injured and need medical attention. With limited resources, these patients do not get enough attention and the delays can cause complications in their medical conditions. Injuries and illnesses can be worsened and lives can be lost because of this lack of space and resources. Why-2 Why is there a lack of space and resources in the hospital? Â  The lack of space can be a design flaw or a problem during the planning phase when the operations scale were being mapped out and discussed. The lack of resources can have the same cause as well i.e. the planned scale of operations was underestimated. Why-3 Why was the scale of operations underestimated? The medical facilities needed in the surrounding environment or locality were underestimated; the planning team did not realize that the locality would need emergency medical facilities on a larger scale. Why-4 Why were the emergency medical needs of the locality underestimated? The survey and requirements analysis done before planning out the operations of the hospital were either done poorly or not at all. This can have several causes too like unskilled researchers and lack of expertise. Failure to look at all social aspects and the lack research backing the healthcare facility plan can be the root causes of the problem. Thus, all projects need to be started off after thorough research and planning so that future issues can be looked after.

Adult Learning Theory Paper Essay

Summary In an effort to determine how adults learn, experts examine and evaluate studies that have been done that involve the adult learner. The more that experts understand how the learner processes information, the better the understanding will be on how to structure their learning environment. Research is continually changing in this area, and educators know there are differences in how each adult learner attains information. In the two articles, â€Å"Adult Learning Theory for the Twenty-First Century† by Sharan B. Merriam, and â€Å"Adult Learning Theory: Applications to Non-Traditional College Students† by Kenner and Weinerman, different theories are discussed. In the journal article, â€Å"Adult Learning Theory for the Twenty-First Century† by Sharan B. Merriam, she explains that there are always new updates and research on adult learning theories. â€Å"Today the historical, sociocultural context of adult learning is recognized as a key component in understanding the nature of adult learning† (Merriam, 2008, p.94). This differs from the early decades where experts only focused on one type of learner. More attention is being placed on exactly how the adult learner learns in society than just as an individual. Adult learning was first thought of as a cognitive process, however currently it is thought of as a much â€Å"broader activity involving the body, emotions, and the spirit as well as the mind† (Merriam, 2008, p.98). Another theory of adult learning is shown in the journal article, â€Å"Adult Learning Theory: Applications to Non-Traditional College Students† by Kenner and Weinerman. This theory is about the adult learner and how she takes her work success and integrates it in her academic success. She uses her life experiences to help in her academic community. â€Å"By understanding what makes  adult learners different from traditional students, developmental educators can provide specific tools that help adult learners integrate into the college or university environment and increase their chances for success† (Kenner, Weinerman, 2011, p. 88). Since integration into a new academic environment can bring challenges, it is important that the educator understands the student’s history and can incorporate different learning styles in a successful way (Kenner, Weinerman, 2011). Both of these articles are similar in the fact that both of the authors’ goals are to better understand the adult learner. Both believe that there are differences in how adults learn and are focused on how to better understand and make the learner successful. The first article recognizes the changes in theory over the years and brings attention to new theories. It also touches on the fact that previous life experiences play a part in how one learns, which is the focus of the second article. The second article is more specific in the way that it focuses on a particular group of adult learners. Experts are continuing to understand the way the adult learner learns, and how to better meet the goals of their learner to make them successful in the academics. The way adults learn is continually changing, and the more knowledge that is gained, the more a learning environment can be structured to fit the needs of the individual learner. Reflection As an adult learner in the education world, the more knowledge that I have on the different ways I learn, the better I will be able to understand why and how I learn. I will be able to apply different theories to my everyday learning. This will help me have a greater understanding of how to incorporate this into my own work and everyday life. I can apply the first article â€Å"Adult Learning Theory for the Twenty-First Century† by Sharan B. Merriam, to myself because as the expert is continuing to gain knowledge and understanding on how adults learn, I then can take  that information and use it in my everyday academic career. Merriam states that adult learning is a multidimensional phenomenon, and I agree with that. There are many different ways I can learn, and I have to take into account that the cultures surrounding me can play a part in that. The second article, â€Å"Adult Learning Theory: Applications to Non-Traditional College Students† by Kenner and Weinerman, I think I relate to more because I did not go into college right away after finishing high school. Getting a college degree was not as important to me as going out in the work force and making money, or traveling and having the opportunity to be adventurous. I have a different learning style because of that, and in a way it can both help and hurt my learning. â€Å"Knowles identifies four principles that characterize adult learners† (Kenner, Weinerman, 2011). The fourth is that we are motivated, which I definitely am. We go back to school to achieve a personal goal that we have set for ourselves (Kenner, Weinerman, 2011). That is why I have decided to go back to school. Both of these articles show important theories on how the adult learns, but the second article resonates with my own personal experiences better. Merriam explains that there is a value to incorporate more creative ways of learning into practice (Merriam, 2008). I think that because I left school to pursue my own adventures, I did gain a different set of skills that I can now bring into my learning environment. I agree that I face challenges that differ from other students, but I also understand the plus side to taking the route that I chose (Kenner, Weinerman, 2011). In conclusion, there were both similarities and differences in these articles, and they both play a part in how an adult learns. I can take this knowledge and incorporate it into my learning, and also take my own personal experiences from life and replicate it into my academic career. These articles helped me understand why I learn the way I do, and how I can strive to be a better student now and in the future. Reflection Kenner, Carl & Weinerman, Jason (2011) Adult Learning Theory: Applications to Non- Traditional College Students. 41.2 Spring 2011, p 87-96 Merriam, Sharan. (2008) Adult Learning Theory for the Twenty-First Century. New Directions for Continuing Education. 119. 93-98. DOI: 10.1002/ace. Adult Learning Theory Paper Essay Summary The article â€Å"Engaging the Adult Learner Generational Mix† examines the adult learning through different generations. The author focuses on surveys that were given on two graduate classes. Some adult learners were in online classes, while others were in a hybrid class. The surveys were done in three different locations. In this article the author analyses three different generations’ Readiness to Learn, Orientation to Learning, and Motivation to Learn. The three generations of adult learners that are being examined are the Baby Boomers, Generation X, and the Millennia generation. In the Readiness to Learn section the author find that majority of the time when adult learners has enrolled in a course it is to benefit them in finding an answer in improving themselves. Adult learners of the millennial generation had the absences of interest or showed a specific need to know information. Generation X needed little prompting to sway them to learn. However, they need to feel that connection with other classmates and professors. The Baby Boomers also had a lack of readiness, mostly because they didn’t understand the material and it was unfamiliar to them. With the Orientation to Learning section the author find that the adults wanted to see how the information they are leaning applies to their life. When the Millennial generation can’t relate the information to their experiences they become disconnected. Generation X always tries to relate the new information that they are learning to their personal life. By doing this it make the course interesting to them. It is easy to see when a Baby Boomer is oriented with a subject. When they are oriented with a subject their answers are well thought out and are lengthy. For adult learners motivation to learn is external but more internal. Internally adult learners want to enhance self-esteem, gain confidence, or improve their lifestyle. The millennial has very little motivation about the class material; it is the instructors and classmates that motivate them. This is similar with Generation X adult learners; however the Generation X learners wants to be part of discussions and class activities. The Baby boomers are motivated when they are allowed to show what they have learned in the course. Reflection â€Å"Engaging the Adult Learner Generational Mix† by Laura Holyoke and Erick Larson was had great information. This article allows students to think about their generation and how they learn. It also helps instructors or professors to understand what are reasons that adult learners are in their course and how to motivate this students to do their best. This article is not just useful to college and university this is also use for trainers of workshops, training programs, or personal development. In this current economy adults have to learn new skills to gain employment. Knowing this, any type of educator will find this article useful. Sometimes it is so easy to put all adults in the same group. The authors states that to establish an environment for training and educational programs the educators or trainer must acknowledge students learning styles, values and what generation they come from (Holyoke & Larson, 2009). It is good to see how the culture of which the country was in effect the learning of adults. The three different generations co-exist in the workforce so it is logical that they would also exist in a higher learning environment. It is so true what the authors say about adult learners, when they stare adult learners experience a need to learn something in order to cope more satisfyingly with real life task or problems (Holyoke & Larson, 2009). Adults seem to already have a lot of responsibilities, so it is understandable for adult learners to go in to courses wanting specific answers to help improve their lives. Adults do not want to learn anything that is not going to benefit them in the present or the future, â€Å"Adults are life-, mission-, or problem-centered in their route to learning† (Holyoke & Larson, 2009). Knowing more about adult learners’ generation will help the engage the students learning, thus benefiting both student and educator. Reference Page Reference Holyoke, L., & Larson, E. (2009). Engage the Adult Learner Gerational Mix. Journal of Adult Education, 12-21. Sullivan, L. (2008). Meeting the Challenges of Teaching Multiple Generations in the Same classroom. Boston Unversity School of Public Health, 1-38.