War Corresponding as a Female Occupation

Rieder writes, “the [Iraq] war reminded us once again what serious business journalism is, and how much it can demand of those who practice it” (“In the Zone”, 6). War corresponding is a challenging occupation, both physically and psychologically dangerous. Concerns regarding sensitive information have forced the United States government to restrict the media’s access to said information during conflicts. War reporting has traditionally been a male occupation, which raises concerns to the author, who has considered pursuing war journalism as a career. In exploring war corresponding as an occupation, the author has researched psychological hazards, censorship concerns, and females who report war.
Reporting war is a dangerous occupation. Besides being killed, there are psychological hazards as well. Feinstein writes “fear, sadness, guilt, nightmares, agitation, are just some of the symptoms of psychological distress that are a consequence of experiencing or witnessing life-threatening events” (75). Lifetime rates of Posttraumatic Stress Disorder (PTSD) and major depression among war correspondents, both embedded and unilateral (non-embedded), are close to those of combat veterans, and journalists who have these conditions do not receive necessary treatment (Feinstein, 75). This can create the ethical problem of the supposedly objective journalist who filters events and thus provides biased news. “However, big news organizations such as CNN and the BBC are waking up to this fact and providing the necessary help to journalists” (Feinstein, 75). Since PTSD and major depression, while disabling, are treatable conditions, and “the majority of individuals exposed to a traumatic event will not develop any formal psychiatric disorder” (Feinstein, 75), the author believes the psychological dangers of war reporting to be an acceptable risk.
Despite the psychological hazards, many journalists insist on reporting war from combat zones. Feinstein writes “the importance of bearing witness, keeping the public informed of important events, having a ringside seat as history unfolded, and personal ambition”(76) are common reasons why war journalists repeatedly return to war zones. While these are valid reasons, Feinstein suggests a deeper biological reason:
There is evidence that individuals who are attracted to risky and dangerous professions are to a high degree biologically primed for this type of activity. . . . final year Canadian journalism students who propose following a career in foreign lands not only have a fundamentally different personality profile from their peers who wish to remain at home, but also possess different cognitive attributes. (76)
However, the idea that those who end up as war journalists are biologically suited to their occupation could be said of any career, including professional athletes, college professors, politicians, and psychologists. Perhaps the best reason for reporting war is to find the truth and report it. Rieder asserts,
The only way to cover it is by being there. That’s particularly true in the current war, where the Pentagon has hardly been forthcoming, and al Qaeda and the Taliban aren’t exactly what you would call objective sources. (“Being There”, 6)
Bringing the truth of current conflicts to the masses, especially to the all-important voter, is an essential task. The truth, however, can be skewed; not through the fault of the journalist but by his or her sources.
Through embedded journalists, the public can receive a better, although incomplete, picture on conflicts occurring half-way around the world. This is not the journalists’ fault, but rather because of restraints placed on them by the American government. Most of these restraints are due to security concerns:
Embeds cannot release information about the specific number of troops, equipment, vehicles, future operations, security levels, intelligence collection, or the effectiveness of enemy action. The rules also prohibit the media from publishing identifying features of enemy war prisoners or other detainees. (Zeide, 1315-1316)
The “ground rules” rely on a policy of withholding information from the media. Zeide explains,
If journalists are inadvertently exposed to sensitive information, commanders brief them about what to ‘avoid covering’. Commanders can explicitly grant journalists more access to confidential information, which entails agreeing to military review of coverage before publication, a prepublication ‘security review’. (1316)
In receiving incomplete information, reporters are already at a disadvantage in reporting accurately and without bias. Obviously, it is a terrible idea to reveal any crucial intelligence that could be recovered by enemies of the United States, but “during World War II . . .no print journalist and only one radio journalist ever deliberately violated the voluntary censorship code after having been made aware of it and understanding its intent” (Garneau, 10). Garneau cites Evans on “incidents when correspondents violated censorship in order to save soldiers [sic] lives. . . the history of war reporting suggests that correspondents and editors do not willfully betray operational secrets” (10). With this in mind, the author finds no reason why embedded reporters should have restricted access to information about operations they report on.
There are two traditional First Amendment challenges to military restrictions on the media. Zeide points out, “first, that excluding the press violates their right of access, based on the idea that military battlefields are public fora and second, that prepublication security review constitutes an unconstitutional prior restraint” (1325 – 1326). However, Zeide concludes “the [embedding] program passes constitutional muster” (1343) despite the vulnerability to bias. While not perfect, “the public, press, and military view the embed experiment as a success” (Zeide, 1343) and Rieder agrees: “it’s clear that the great embedding experiment was a home run” (“In the Zone”, 6).
Surprisingly to the author, as women in the military are not allowed to be in combat units, women were allowed to be embedded reporters during the major fighting in the Iraq conflict. Braiker quotes Major Tim Blair, “we never had that [gender] as a criteria one way or another on where the embed was positioned” (“Fembeds”). Surprisingly to the rest of the world, gender was not a factor for female embedded journalists in completing their work competently. “The fact that it was no big deal for female reporters to ably cover desert warfare is perhaps in itself a big deal” (“Fembeds”). Braiker cites Pam Johnson, “The headline is that they were embedded and it worked just like it did for their male counterparts. And that’s probably good news” (“Fembeds”).
Not surprisingly, war reporting was traditionally a male profession. “Men were the fighters, after all” (Bartimus, 9). While some female embedded reporters complained of not being on the front lines (“Fembeds”), the glass ceiling on war journalism has definitely been shattered. “Women journalists no longer have to plead or finagle their way into combat coverage just because of their gender. They have proved – to soldiers, editors, each other and themselves – that they can go everywhere and do everything” (Bartimus, 15).
Rieder boils the whole point of journalism to one sentence: “To find the truth” (“Being There”, 6). The author concludes that regardless of physical and psychological hazards, First Amendment implications, and gender, war corresponding is an essential occupation to the American public and can be performed by any qualified journalist, male or female. “Sometimes it [reporting] means staring into the heart of darkness. . . .it’s a risky, uncomfortable, frustrating process. But it’s the only path to the truth” (Rieder, “Being There”, 6).

Sources:

Bartimus, Tad. “Bullets and Bathrooms: Women had to contend with sexism in the military to win recognition as war correspondents.” Media Studies Journal Summer 2001: 8 – 15.

Braiker, Brian. “’Fembeds’ Reflect on Covering War.” Newsweek 16 May 2003. December 6, 2005 .

Feinstein, Anthony. “The Psychological Hazards of War Journalism.” Neiman Reports Summer 2004: 75 -76.

Garneau, Greg. “War Reporting, News Censorship.” News Photographer September 2001: 10 – 11.

Reider, Rem. “Being There: reporting from the war zone – dangerous and essential.” American Journalism Review April 2002: 6.

---. “In the Zone: The Pentagon’s embedding plan was a winner for journalists and their audiences.” American Journalism Review May 2003: 6.

Zeide, Elana. “In Bed with the Military: First Amendment Implications of Embedded Journalism.” New York University Law Review October 2005: 1309 – 1343.

Mandatory Foreign Language Fluency for College Graduation

A Marine captain once told the author about an incident in Iraq when he had two Iraqi prisoners separated after they were caught speaking Arabic to each other. No translator was available, and none of the Marines present could understand what the Iraqis were saying. The prisoners may or may not have been conspiring, but without knowing what they were saying, the captain separated the prisoners to protect his Marines. Americans live and interact in a multilingual and multicultural environment, and fluency in Arabic would have helped the Marine captain in his situation. Many universities in other countries require fluency in a foreign language for graduation, and colleges in the United States would do well to follow suit.
Some believe that adding a foreign language requirement would add an unnecessary strain to small universities that are already struggling to maintain current programs. While this is a valid claim, a small technical college like Montana Tech offers courses in three foreign languages. Adding a foreign language fluency requirement in one of the languages offered would create little administrative overhead and increase enrollment in those courses.
Learning a second language builds cultural awareness. Human culture and language are inexplicably linked, and foreign language study helps dissolve misconceptions about foreign cultures. In cultures very foreign to native English speakers, such as those found in the Middle and Far East, cultural understanding is integral to survival. Increased cultural understanding also increases open mindedness and builds empathy for others.
Learning a second language helps one improve one’s ability in English. Data obtained from the College Board show a positive correlation between SAT scores and foreign language study. Students who had no background in a foreign language achieved a mean score of 366 on the verbal portion of the SAT. Students with one year of foreign language achieved a slightly higher average of 378, and students with five or more years of foreign language achieved a mean of 504(Eddy). Improved communication skills are always in demand by employers, even if foreign language fluency isn’t required.
In today’s world, the ability to communicate internationally is increasingly important. Spanish is widely spoken in the United States, and Spanish fluency is becoming important in fields such as law and medicine. A friend of the author, who is a registered nurse, has explained to the author the value of foreign language fluency in treating Spanish-speaking patients. Business relations with China have generated a need to communicate in Mandarin, and China already requires fluency in English to graduate from college there. For travelers, being able to communicate in the native language of a foreign nation shows politeness and consideration for the people there.
Integrating into today’s international world can only help United States’ citizens. One way to accomplish this is to learn a foreign language. To conclude, mandatory fluency in a foreign language for college graduation would help improve U.S. foreign relations and trade.


Source:
Eddy, P.A. “The Effects of Foreign Language Study in High School on Verbal Ability as Measured by the Scholastic Aptitude Test – Verbal”. Washington, D.C.: Center for Applied Linguistics, 1981. Ed 196 312.

A Pilgrimage To Rome

Rome is a fascinating, ancient city with many points of interest for tourists. However, have you thought about taking a pilgrimage to Rome, focusing only on Christian holy places? Rome’s catacombs house the remains of tens of thousands of early Christians, including martyrs and saints. Rome is also home to the Chiesa del Gesù, the motherchurch of the Jesuit order. Vatican City, located in Rome, is an important stop on any pilgrimage to Rome. A pilgrimage to Rome’s religious sites would be a fascinating and educating trip into Christian, and particularly Catholic, culture.

There are over sixty catacombs in Rome, forming a vast underground labyrinth filled with tens of thousands of tombs. Many Christian saints and martyrs are entombed there. Currently, there are five catacombs open to the public:

St. Agnes, 00162 – Via Nomentana, 349

Priscilla, 00199 – Via Salaria, 430

Domitilla, 00147 – Via Delle Sette Chiese, 282/0

St. Sebastian, 00179 – Via Appia Antica, 136

St. Callixtus, 00179 – Via Appia Antica, 126

Admission to the catacombs is five Euros. Guided tours, in your language of choice, are about a half-hour long. Each catacomb is closed a different day of the week and for a month during the winter months for cleaning and restoration, but for the most part they are open year-round.

Located in the Piazza del Gesù in Rome, the Chiesa del Gesù is an important Roman Catholic church to visit. Also called the Church of the Gesù, it is the motherchurch of the Jesuit order, and the Father General of the Jesuits resides in the rectory. Originally planned in 1551 by St. Ignatius of Loyola (the founder of the Society of Jesus), Alessandro Cardinal Farnese (the nephew of Pope Paul III) funded the construction of the church in 1568, and it was designed by Michelangelo, Vignola, and Giacomo Della Porta in accordance with the new regulations formulated during the Council of Trent (1545 – 1563). The Gesù became a model for churches built during the Catholic Counter-Reformation, and the façade is the earliest example of Counter-Reformation architecture. The 15^th century icon of the Madonna Della Strada and a relic of St. Francis Xavier may be found there. St. Ignatius’ rooms may also be visited, and the altar there with the painting of the Holy Family is the altar at which St. Ignatius offered Mass the day he died.

Vatican City should be the crowning stop on any pilgrimage to Rome. Vatican City is its own state, separate from Italy, and mail sent from Vatican City will often reach its destination quicker than mail sent from a mailbox in Rome a few blocks away. St. Peter’s Basilica and the Vatican Museums are the most interesting attractions in Vatican City.

Over 60,000 people may worship at St. Peter’s Basilica at any one time. St. Peter is believed to have been buried underneath the main altar, and Mass may be celebrated across from the room where his relics are believed to have been found. There are also many monuments and memorials to see in St. Peter’s Basilica. Michelangelo’s Pieta is located immediately to the right of the entrance to the Basilica. This famous statue depicts the Virgin Mary holding the body of Christ in her arms after the Crucifixion.

The Vatican Museums are also important to visit and admission is free on the last Sunday of every month. It normally costs twelve Euros for admittance. The Gallery of Maps, which contains topographical maps of Italy from the late 16^th century, may be viewed on the way to visiting the Sistine Chapel. The forty panels of maps took three years to complete. It would take years to see everything the museums have to offer a pilgrim or a student of Roman and Greek art.

Rome houses many important religious sites, and a trip to Rome focusing mainly on these landmarks would be well worth the time and expense. These holy places offer a fascinating and educational chance to explore Christian history first-hand. A pilgrim can find many faith-promoting opportunities and discover or cultivate an appreciation for Christian art and architecture in Rome.

Pursuing Careers Outside of Montana Tech's Scope

Many students attend Montana Tech because it is a very economical school. However, sometimes you want to pursue a career that isn’t traditionally associated with Montana Tech. The college’s most recent career fair was dominated by engineering, petroleum and construction firms, hospitals, and clinics. Further, Montana Tech’s Career Services office can be downright hostile to students who want to work for organizations they don’t have contacts for. There are several solutions that can help a student who wants to pursue a career outside the scope of Montana Tech.

Montana Tech Career Services provides a very useful, if flawed, service for students. If a student is studying something other than traditional engineering, nursing, or business at Montana Tech, it is very difficult to find employers through career services. When I stopped by Career Services early this semester to see if they had any contacts for intelligence agencies I was interested in, not only did they not have any contacts, but they also were not sensitive to my career goals. The lady I spoke with did not offer any suggestions to help me. This was very frustrating, since I felt that Career Services’ mission was to help students with their career aspirations.

There are several solutions for creative and ambitious students if they cannot start the career they want through Montana Tech Career Services. One solution is to locate contacts in the field you want to work for. This is especially helpful if these contacts know you well. Another solution is to contact organizations you want to work for “cold turkey”. While it is better to have a contact within the organization, sometimes this technique can prove fruitful. The final solution is to continue your education at a different university that is more conducive to your needs. Whether this means transferring while an undergraduate or receiving your current degree from Montana Tech and going elsewhere for a higher degree depends on your unique situation.

Career contacts in the field you want to work for can be very helpful, especially if they know you well. My cousin Sam used to work in counter-intelligence, which is an aspect of the intelligence community that I am interested in. When I called him to ask about career paths that were available to me, he was able to give me many ideas, including organizations to contact, books to read, and websites to view. While he was unable to give me any contacts in cryptanalysis, the conversation was very helpful to me. If you know someone who works for a company you would like to work for, it is possible he/she may be able to help you get hired by his/her company. If not, your contact probably knows other people who would be willing to help you. Most jobs are obtained by “who you know”, and not necessarily “what you know”.

If no career contacts are available, contacting organizations “cold turkey” may prove fruitful. I’ve applied online to several agencies that I would like to work for, including the National Security Agency and the Central Intelligence Agency. While this is not as good as having a contact to help you, there is a possibility that you may be hired. Even if you are not hired initially, usually the rejection letter (or more commonly, e-mail) will have a contact’s name and phone number or address. This information can be useful if you decide to apply to that organization again.

Furthering education at a different university may be best if Montana Tech doesn’t provide the degree program or classes that you want. If this is the case, it is probably best to transfer to a different school after you have obtained your general education credits. However, you may be too far along in your curriculum that it would be counter-productive to transfer schools, or the degree you are currently pursuing may be helpful in your chosen career. In this case, it would be better to obtain your current degree from Montana Tech and pursue a higher degree at a different university.

While Montana Tech is a fine and economical institution of higher education, it can be difficult to pursue a career outside the college’s traditional scope. This frustrating problem has several solutions: find contacts in the career field you want to work for, contact organizations you want to work for “cold turkey”, and pursue your education at a university other than Montana Tech.

Heroism and Humanity in Early British Literature

An important motif in early British Literature is the fall from heroism. This motif is evident in "Beowulf", "Sir Gawain and the Green Knight", and "Morte Darthur". The heroes who face this conflict (Beowulf, Sir Gawain, and Arthur, respectively) serve as role models in their cultures and the way they handle the conflict determines if the message sent by their behavior is an example or a warning to readers of the texts. Modern heroes in literature and film also face a fall in heroism, and it is because of the heroes in early British Literature that the concept was developed. The thematic value of discussing heroism and humanity will be discussed in terms of heroic and human qualities, and the fall from heroism. Role models in early British Literature have heroic and human qualities, and their fall from heroism provides an interesting moral study applicable to today's readers.
Common heroic qualities found in early British Literature are the characters tend to be young, perfect in behavior, and they return from their quests in triumph. Beowulf is traditionally considered to be the perfect Germanic hero. At the beginning of "Sir Gawain and the Green Knight", Sir Gawain is the epitome of Arthurian chivalry.
From the beginning of "Beowulf", the title character is introduced as a great warrior and hero, a perfect embodiment of his culture's heroic code. He is young, and kills both Grendel and Grendel's mother single-handedly. The "Beowulf" poet praises Beowulf throughout the poem on his loyalty, courtesy, courage and pride (which also serves as his downfall). Beowulf's military prowess is evident in his boastful introduction to Hrothgar:

“They had seen me boltered in the blood of enemies
when I battled and bound five beasts,
raided a troll-nest and in the night-sea
slaughtered sea-brutes. I have suffered extremes
and avenged the Geats (their enemies
brought it upon themselves; I devastated them).” (lines 419-424)

Beowulf returns to Heorot in triumph after slaying both Grendel and Grendel's mother and confirms to the reader his claim to heroism.
Sir Gawain is introduced as one of Arthur's top knights in "Sir Gawain and the Green Knight", sitting next to Guenevere at the high table during the opening feast. He is overly humble, saying to Arthur:

“I am the weakest, well I know, and of wit feeblest;
And the loss of my life would be least of any;
That I have you for uncle is my only praise;
My body, but for your blood, is barren of worth;” (lines 354-357)

This compliment to Arthur contradicts the truth: that Sir Gawain is a great knight with much worth to Arthur's court. However, his humility is taken as an expression of his Christian virtue, and throughout much of the text Gawain's ties to his religion are evident. Sir Gawain's behavior at the beginning of the poem show him to be a perfect model of Christian chivalry.
Heroic characters in early British Literature tended to be most heroic at the beginning of their respective stories, and their behavior served as a model for their contemporaries. While much of early British Literature heroes' early behavior is still imitable, many core values have shifted and it's highly unlikely to see a modern person modeling all of their behavior based on an ancient code of honor. Heroic characters become more interesting when they fall from heroism and their human qualities become evident.
Elements which may contribute to the fall from heroism are the passage of time, a test, or corrupted associates. The fall from heroism often corresponds with revealing human qualities of the heroes. Beowulf's perfect heroic behavior is still evident in old age, even though his pride leads to his demise. Morgan la Faye's tests of Sir Gawain expose his human weaknesses and lead to his less-than-chivalrous behavior. King Arthur's corrupted knights in "Morte Darthur" cause Arthur to lose his kingdom and his life.
Beowulf never falls from heroism in the traditional sense of the term; he is the perfect Germanic hero even as an aged king. His mortality, pride, and desire to update his heroic reputation prove to be his downfall. Before attacking the dragon, he says,

“but as king of the people I shall pursue this fight
for the glory of winning, if the evil one will only
abandon his earth-fort and face me in the open.” (2513-2515)

Beowulf's dying wish is to view some of the treasure horde he paid his life for. His death leaves his people open to attack from other tribes, and in context Beowulf's desire to be heroic outweighed his desire to lead his people, even though he did both well. Culturally it was more important to Beowulf to die a dramatic death in battle than waste away as an old man. The poem alludes that Beowulf's soul reaches Valhalla, to be among his ancestors.
Sir Gawain's fall from heroism stems from his humanity. His fear of dying leads him to take the green girdle from the lady, concealing it from the Green Knight and wearing it in the final confrontation. His acceptance of the sash's supposed powers also show his momentary lapse of faith by accepting pagan superstition, even though he later finds a priest and prays to become a better man. In the denouement and resolution of the poem, Gawain suffers the consequence of his mistake and returns to Arthur's court in shame, insisting on wearing the sash as a badge of his cowardice and lapse of chivalrous behavior. It is uplifting to note that, after his lapse in judgment, Sir Gawain still attempts to adhere to his heroic, chivalrous values.
In "Morte Darthur", King Arthur is convinced to save his reputation by Sir Mordred and Sir Agravain, which lead to the loss of his court and life. The conflict between Arthur and Lancelot, while stemming from Guinevere's infidelity, is escalated by Mordred, Agravain, and Gawain, who instigates Arthur's attack on Lancelot after the pope's truce is made. Arthur often laments the loss of his favored knight, Lancelot, and when he realizes Mordred's deception it is already too late to repair the damage. Arthur's redeeming acts are killing Mordred, who instigated the conflict between Arthur and Lancelot, and by returning his legendary sword, Excalibur, to the Lady of the Lake. Only in death is he reunited with those who are most loyal to him.
In falling from heroism, heroes become more human and more interesting. While their human qualities often lead to their demise, their handling of the dilemmas they find themselves in provide moral lessons to readers. Beowulf provides the perfect heroic model to the very end, Sir Gawain shows us how to retain grace and reputation even in defeat, and Arthur points out the peril in bad counsel. In showing readers their human qualities, heroic characters teach us how to live our lives.
Common human qualities found in early British Literature are the characters tend to be older, flawed in some way, and return in shame, if the characters return at all. Beowulf's pride leads him to fight the dragon alone, and he dies because of it. Sir Gawain's love of life being greater than his love of honor lead him to make his unchivalrous actions, and he returns to Arthur's court in shame, resigned to wear the badge of his dishonor. By following poor counsel from Sir Mordred and Sir Agravain, Arthur drives away his best friend, Sir Lancelot, and wife, Guinevere, and Mordred seizes Carisle at the prime opportunity.
The hero with human qualities is popular because readers are given a role model to emulate, and their serious faults serve as a warning, hopefully leading others to not repeat the same mistakes. Many contemporary heroes in modern literature and movies are far from perfect, and this makes those characters infinitely more interesting and valuable to people than if the characters were flawless. This interest stems from the fact the heroes are flawed, and are heroic in spite of those flaws. Imperfect heroes also inspire people to improve themselves, because heroism becomes more attainable. Various modern retellings of the Arthur tale -- the most human of the heroes in this essay -- prove that such stories are still valuable and interesting to people.
The fall from heroism in early British Literature is important to study because of its application to today's contemporary heroes. Heroes in modern media tend to have an human element or aspect to their personality that people may relate to, and the humanness in the characters make them much more rich and interesting to study.
Role models in early British Literature have both human and heroic attributes, and the study of their fall from heroism provide valuable examples of behavior for modern-day readers. Discussion of characters' heroic and human traits, in the context of their fall from heroism, is applicable in today's society. The heroes in "Beowulf", "Sir Gawain and the Green Knight", and "Morte Darthur" provide modern readers with examples of perfect behavior for their respective cultural heroic codes. Studying the actions of Beowulf, Sir Gawain, and King Arthur also provide important historical roots for modern heroes in books and film. The fall from heroism is an important motif in early British Literature.

Montana and the College Experience

College students get to experience an area that's unique from what residents or tourists experience, unless they already live in the place where they attend college. College students aren't quite residents; they generally don't have to pay property tax or worry about other issues residents worry about. But college students also aren't tourists, because they “visit” the same place for more than just a few days at a time. Montana is a uniquely interesting place to attend college. My experience of living in Montana is directly related to my college experiences, living in Butte, Montana's Irish heritage, and traveling in Montana.

Montana Tech is a great place to get a well-rounded college experience. There is often something happening on campus, including workshops, seminars, and club meetings and activities. Montana Tech has a very good football team, and I enjoy going to football games as some of my friends, as well as my cousin, have played or currently play for Tech. Montana Tech is also well-known for its challenging curricula, providing a highly-competitive, “big school” feel at a small college.

A Montana Tech student needs different things from Butte than the resident or tourist. Butte has a copious number of bars and clubs, and a friendly relationship with alcohol in general. While this can be a detriment to Butte at times, no college town is complete without a few college bars and local hangouts. There are also many good local restaurants in Butte within the college budget, and it's very fun to find a new, unique place to eat. Several historical homes are available for touring, which can provide a nice break and history lesson from events on campus. Butte also has many festivals and activities throughout the year that make it an interesting place to be.

Montana has deep cultural roots in Ireland and no discussion of Butte would be complete without a discussion of the state’s Irish heritage. My favorite activities in Butte are the St. Patrick's Day festivities and Butte's Irish Festival. Irish culture is deeply tied to Catholicism, and I think if it were not for Butte's relationship with Catholicism I would not be Catholic today (I converted to the Catholic Church in March, 2005). An Irish-cultural activity I really enjoy is the weekly Irish sessions in Helena, at the Blackfoot River Brewery. Every Tuesday night, from September to June, one can enjoy well-played traditional Irish tunes in the cozy comfort of the Brewery. Even with the high gas prices, I feel it's worth the drive.

Montana's scenery is well worth the traveling time. There is at least an hour's driving time between major cities in Montana, but the mountains and rivers in Western Montana are completely gorgeous. Residents of Montana tend to have a conservative and isolationist attitude, helping to keep Montana’s wilderness intact. My favorite drive is the I-15 route from Butte to Helena, although I also enjoy the drive on I-90 from Butte to Missoula.

I've really enjoyed living in Montana, and even though I'm currently frustrated with my college career, I have received a good education from Montana Tech. I've seen some interesting things in Butte, as well as had some interesting experiences in Western Montana. I've really enjoyed the Irish cultural things I've done in Montana. I've driven extensively in Montana and really love the scenery in Western Montana. I think my college experience has positively impacted my impression of Montana.