Animals - Metazoa - The Animal Encyclopedia

Animals (Metazoa) are a group of living organisms that includes more than one million identified species and many millions more that have yet to be named. Scientists estimate that the number of all animal species—those that have been named and those that have yet to be discovered—is between 3 and 30 million species. Animals are divided into more than thirty groups (the number of groups varies based on differing opinions and the latest phylogenetic research) and there are many ways to go about classifying animals. For the purposes of this site, I often focus on six of the most familiar groups—amphibians, birds, fishes, invertebrates, mammals, and reptiles. I also look at many less familiar groups, some of which are described below. To begin, lets take a look at what animals are, and explore some of the characteristics that distinguish them from organisms such as plants, fungi, protists, bacteria, and archaea. What Is An Animal? Animals are a diverse group of organisms that include many subgroups such as arthropods, chordates, cnidarians, echinoderms, mollusks, and sponges. Animals also include a vast array of lesser-known creatures such as flatworms, rotifers, placazoans, lamp shells, and waterbears. These high-level animal groups may sound rather strange to anyone who has not taken a course in zoology, but the animals that we are most familiar with belong to these broad groups. For example, insects, crustaceans, arachnids, and horseshoe crabs are all members of the arthropods. Amphibians, birds, reptiles, mammals, and fishes are all members of the chordates. Jellyfish, corals, and anemones are all members of the cnidarians. The vast diversity of organisms that are classified as animals makes it difficult to draw generalizations that are true of all animals. But there are several common characteristics animals share that describe most members of the group. These common characteristics include multi-cellularity, specialization of tissues, movement, heterotrophy, and sexual reproduction. Animals are multi-cellular organisms, which means their body consists of more than one cell. Like all multi-cellular organisms (animals are not the only multi-cellular organisms, plants, and fungi are also multi-cellular), animals are also eukaryotes. Eukaryotes have cells that contain a nucleus and other structures called organelles that are enclosed within membranes. With the exception of the sponges, animals have a body that is differentiated into tissues, and each tissue serves a specific biological function. These tissues are, in turn, organized into organ systems. Animals lack the rigid cell walls that are characteristic of plants. Animals are also motile (they are capable of movement). The body of most animals is arranged such that the head points in the direction they move while the rest of the body follows behind. Of course, the great variety of animal body plans means that there are exceptions and variations to this rule. Animals are heterotrophs, meaning they rely on consuming other organisms to obtain their nourishment. Most animals reproduce sexually by means of differentiated eggs and sperm. Additionally, most animals are diploid (the cells of adults contain two copies of their genetic material). Animals go through different stages as they develop from a fertilized egg (some of which include the zygote, blastula, and gastrula). Animals range in size from microscopic creatures known as zooplankton to the blue whale, which can reach as much as 105 feet in length. Animals live in virtually every habitat on the planet—from the poles to the tropics, and from the tops of mountains to the deep, dark waters of the open ocean. Animals are thought to have evolved from flagellate protozoa,  and the oldest animal fossils date back 600 million years, to the latter part of the Precambrian. It was during the Cambrian period (about 570 million years ago), that most major groups of animals evolved. Key Characteristics The key characteristics of animals include: multi-cellularityeukaryotic cellssexual reproductionspecialization of tissuesmovementheterotrophy Species Diversity More than 1 million species Classification Some of the better known groups of animals include: Arthropods (Arthropoda) - Scientists have identified more than one million arthropods species and estimate that there many millions of arthropod species that have yet to be identified. The most diverse group of arthropods is the insects. Other members of this group include spiders,  horseshoe crabs, mites,  millipedes,  centipedes, scorpions, and crustaceans. Chordates (Chordata) - There are about 75,000 species of chordates alive today. Members of this group include vertebrates, tunicates, and cephalochordates (also called lancelets). Chordates have a notochord, a skeletal rod that is present during some or all of the developmental stages of their life cycle. Cnidarians (Cnidaria) - There are about 9,000 species of cnidarians alive today. Members of this group include corals, jellyfish, hydras, and  sea anemones. Cnidarians are radially symmetrical animals. At the center of their body is a gastrovascular cavity that has a single opening encircled by tentacles. Echinoderms  (Echinodermata) - There are about 6,000 species of echinoderms alive today. Members of this group include feather stars, star fish, brittle stars, sea lilies, sea urchins, and sea cucumbers. Echinoderms exhibit five-point (pentaradial) symmetry and have an internal skeleton that consists of calcareous ossicles.Mollusks (Mollusca) - There are about 100,000 species of mollusks alive today. Members of this group include bivalves, gastropods, tusk shells,cephalopods, and a number of other groups. Mollusks are a soft-bodied animals whose body has three basic sections: a mantle, a foot, and a visceral mass. Segmented Worms (Annelida) - There are about 12,000 species of segmented worms alive today. Members of this group include earthworms, ragworms, and leeches. Segmented worms are bilaterally symmetrical and their body consists of a head region, a tail region, and a middle region of numerous repeated segments. Sponges (Porifera) - There are about 10,000 species of sponges alive today. Me mbers of this group include calcarious sponges, demosponges, and glass sponges. Sponges are primitive multi-cellular animals that have no digestive system, no circulatory system, and no nervous system. Find out more:  The Basic Animal Groups Some of the less well-known animal groups include: Arrow worms (Chaetognatha) - There are about 120 species of arrow worms alive today. Members of this group are predatory marine worms that are present in all marine waters, from shallow coastal waters to the deep sea. They are found in oceans of all temperatures, from the tropics to the polar regions.Bryozoans (Bryozoa) - There are about 5,000 species of bryozoans alive today. Members of this group are tiny aquatic invertebrates that filter food particles from the water using fine, feathery tentacles.Comb jellies (Ctenophora) - There are about 80 species of comb jellies alive today. Members of this group have clusters of cilia (called combs) that they use to swim. Most comb jellies are predators that feed on plankton.Cycliophorans (Cycliophora) - There are two known species of cycliophorans alive today. The group was first described in 1995 when scientists discovered the species Symbion pandora, more commonly known as the lobster-lip parasite, an animal that lives on the mouth parts of Norwegian lobsters. Cycliophorans have a body that is divided into a mouth-like structure called a buccal funnel, an oval mid-section, and a stalk with an adhesive base that clasps onto the setae of the lobsters mouth parts. Flatworms (Platyhelminthes) - There are about 20,000 species of flatworms alive today. Members of this group include planarians, tapeworms, and flukes. Flatworms are soft-bodied invertebrates that have no body cavity, no circulatory system, and no respiratory system. Oxygen and nutrients must pass through their body wall by means of diffusion. This limits their body structure and is the reason these organisms are flat.Gastrotrichs (Gastrotricha) - There are about 500 species of gastrotrichs alive today. Most members of this group are freshwater species, although there are also a small number of marine and terrestrial species. Gastrotrichs are microscopic animals with a transparent body and cilia on their belly.Gordian worms (Nematomorpha) - There are about 32 5 species of gordian worms alive today. Members of this group spend the larval stage of their life as parasitoid animals. Their hosts include beetles, cockroaches, and crustaceans. As adults, gordian worms are free-living organisms and do not require a host to survive.Hemichordates (Hemichordata) - There are about 92 species of hemichordates alive today. Members of this group include acorn worms and pterobranchs. Hemichordates are worm-like animals, some of which live in tubular structures (also known as a coenecium).Horseshoe worms (Phoronida) - There are about 14 species of horseshoe worms alive today. Members of this group are marine filter-feeders that secrete a tube-like, chitinous structure that protects their body. They attach themselves to a hard surface and extend a crown of tentacles into the water to filter food from the current.Lamp shells (Brachiopoda) - There are about 350 species of lamp shells alive today. Members of this group are marine animals that resemble clams, but the resemblance is superficial. Lamp shells and clams are anatomically quite different and the two groups are not closely related. Lamp shells live in cold, polar waters and the deep sea.Loriciferans (Loricifera) - There are about 10 species of loriciferans alive today. Members of this group are tiny (in many cases, microscopic) animals that live in marine sediments. Loriciferans have a protective external shell.Mud dragons (Kinorhyncha) - There are about 150 species of mud dragons alive today. Members of this group are segmented, limbless, marine invertebrates that inhabit the seafloor sediments.Mud worms (Gnathostomulida) - There are about 80 species of mud worms alive today. Members of this group are small marine animals that live in shallow coastal waters where they burrow in the sand and mud. Mud worms can survive in low-oxygen environments.Orthonectids (Orthonectida) There are about 20 species of orthonectids alive today. Members of this group are parasitic marine inverte brates. Orthonectides are simple, microscopic, multi-cellular animals.Placozoa (Placozoa) - There is one species of placazoa alive today, Trichoplax adhaerens, an organism that is considered to be the simplest form of non-parasitic multi-cellular animals alive today. Trichoplax adhaerens is a tiny marine animal that has a flat body that consists of an epithelium and a layer of stellate cells.Priapulans (Priapula) - There are 18 species of priapulids alive today. Members of this group are marine worms that live in the in muddy sediments in shallow waters up to 300 feet deep.Ribbon worms (Nemertea) - There are about 1150 species of ribbon worms alive today. Most members of this group are marine invertebrates that live in seafloor sediments or attach themselves to hard surfaces such as rocks and shells. Ribbon worms are carnivores that feed on invertebrates such as annelids, mollusks, and crustaceans.Rotifers (Rotifera) - There are about 2000 species of rotifers alive today. Most membe rs of this group live in freshwater environments although a few marine species are known. Rotifers are tiny invertebrates, less than one-half of a millimeter in length.Roundworms (Nematoda) - There are more than 22,000 species of roundworms alive today. Members of this group live in marine, freshwater, and terrestrial habitats and are found from the tropics to the polar regions. Many roundworms are parasitic animals.Sipunculan worms (Sipuncula) - There are about 150 species of sipunculan worms alive today. Members of this group are marine worms that inhabit shallow, intertidal waters. Sipunculan worms live in burrows, rock crevices, and shells.Velvet worms (Onychophora) - There are about 110 species of velvet worms alive today. Members of this group have a long, segmented body and numerous pairs lobopodia (short, stubby, leg-like structures). Velvet worms bear live young.Waterbears (Tardigrada) - There are about 800 species of waterbears alive today. Members of this group are small aquatic animals that have a head, three body segments, and a tail segment. Waterbears, like velvet worms, have four pairs of lobopodia. Keep in Mind: Not All Living Things Are Animals Not all living organisms are animals. In fact, animals are just one of several major groups of living organisms. In addition to animals, other groups of organisms include plants, fungi, protists, bacteria, and archaea. To understand what animals are, it helps to be able to articulate what animals are not.  The following is a list of organisms that are not animals: Plants - green algae, mosses, ferns, conifers, cycads, gingkos, and flowering plantsFungi - yeasts, molds, and mushroomsProtists - red algae, ciliates, and various unicellular microorganismsBacteria - tiny prokaryotic microorganismsArchaea - single-celled microorganisms If youre talking about an organism that belongs to one of the groups listed above, then you are talking about an organism that is not an animal. References Hickman C, Roberts L, Keen S. Animal Diversity. 6th ed. New York: McGraw Hill; 2012. 479 p. Hickman C, Roberts L, Keen S, Larson A, lAnson H, Eisenhour D. Integrated Principles of Zoology 14th ed. Boston MA: McGraw-Hill; 2006. 910 p. Ruppert E, Fox R, Barnes R. Invertebrates Zoology: A Functional Evolutionary Approach. 7th ed. Belmont CA: Brooks/Cole; 2004. 963 p.

Mental Illness And Its Stigma - 1363 Words

Mental Illness and Its Stigma â€Å"One in five adults in America experience mental illness,† (Mental Health, n.d., para 1). Many people define mental illness as a characteristic that makes one irrational or delusional and derives a belief that those who have mental disorders are not suffering from a real disease, resulting in a negative view of those who suffer. There are three ways to defy this stigma that everyone, from media producers to the sufferers themselves, must participate in to break down the shame and dishonor surrounding mental illness. Mental illness is a real disease and causes a stigma that those who suffer are dangerous and are the cause of their disorder What exactly is a mental illness? â€Å"Mental illness refers to a wide†¦show more content†¦In turn it leads to a hindrance in efficient and effective recovery. There are three main contributors to the stigma surrounding mental illness. The portrayal of sufferers through the media, lack of understanding in our society, and the way sufferers view themselves. Media subtly influences are way of thinking, whether we are aware of it or not. This is effects are view on topics such as mental disorders. The recent release of a movie entitled â€Å"Split,† is a representation of how media contributes to the stigma that those who suffer from mental illness are dangerous. The movie follows a man who has dissociative identity disorder, or multiple personality disorder. A mental disorder where a person’s identity is split into distinct separate personalities of two or more, and is usually caused by extreme and severe physical and sexual abuse, (Psychology 2017). In  "Split,† a man named Kevin, who suffers from dissociative identity disorder and has over 20 personalities, kidnaps three teenage girls. In the end, he kills two of the girls as well as his therapist, to rid the world of those who aren’t pure hearted and have yet to experience true suffering, (IMDB n.d.). This movie portrays a truly negative and harmful view of those who suffer from this mental illness. Films such as previously mentioned, inform viewers that those with mental disorders are a threat to society. They are harmful to those who suffer from related diseases as theyShow MoreRelatedThe Stigma Of Mental Illness Essay1657 Words   |  7 Pagesor older, live with mental illness. This number represents 18.1% of all U.S. adults (National Institute of Mental Health, 2014). Stigma toward those who are seen as different have existed for as long as civilization itself, with the stigma for mental illness being one of the most prominent and long lasting that society has h ad to face throughout its ages (Arboleda-Florez Stuart, 2012). Increased understanding and awareness for those individuals suffering from mental illness is necessary for usRead MoreThe Stigma Of Mental Illness1599 Words   |  7 PagesPeople suffering from mental illness and other problems are often the most discriminated, socially excluded, stigmatized, and vulnerable members of the society. They have to constantly struggle and face a double problem. Firstly, they have to struggle with the symptoms of the mental illness itself. They may face with problems such as illusions, delusions, hallucinations and other symptoms, which depend on a particular mental disorder. These symptoms do not allow the person to live a satisfactoryRead MoreThe Stigma Of Mental Illness1745 Words   |  7 PagesThe majority of people that have a severe mental illness are object to challenges in double measure. From one point of view, they wrestle with the symptoms and disablement that result from the ill ness. From another point, they are tested by the stereotypes and preconceived ideas that stem from the misunderstandings about mental illness. As a culmination of both, people with a mental illness are stripped of the chances that define a quality life such as a good job, safe housing, adequate health careRead MoreThe Stigma of Mental Illness1656 Words   |  7 Pagesdiagnosis might exacerbate the stigma of mental illness. In Corrigan’s study clinical diagnosis adds groupness for the collection of people with mental illness which worsens the level of prejudice (Corrigan 34). Corrigan states that this ultimately leads to overgeneralization, as there is an assumption that all individuals diagnosed with the same mental disorders behave the same way (Corrigan 34). According to Corrigan the stereotypic description of mental illness perceives to the public that, peopleRead MoreThe Stigma Of Mental Illness2582 Words   |  11 Pagesplans provided coverage for mental health service s to the same extent as physical health services, if they were covered at all. The reasons for the discrimination in health insurance vary, but mental illnesses historically have not been well understood by the public, and people have had a hard time understanding that mental illnesses are biologically based diseases that affect the mind and body just like any other disease that has solely physical manifestations. A stigma is said to occur when peopleRead MoreThe Stigma Of Mental Illness984 Words   |  4 PagesSo how do we eliminate the stigma on mental illness that has been shaped and formed fo1r centuries? Now that we know the role mental health plays in our society and how it affects people who suffer from it. We must find a way to reduce the stigma and discrimination associated with this term. I propose the first step to solving this issue is through the media education and information. The media, from new to movies, plays a crucial role in shaping the minds of young people a nd even adults. Media hasRead MoreThe Stigma Of Mental Illness1042 Words   |  5 PagesBreak the Stigma In today’s society we are becoming more aware of the way our words or judgement can hurt others. However, there’s still a lot of stigma around mental illness. This judgement we have towards people with mental illness is what keeps some of them from seeking the help they need. The stigma isn’t just from those without mental illness though. People with mental illness often have their own stigmas as well. We need to come together and show men and women with mental illness that it isRead MoreThe Stigma Of Mental Illness1602 Words   |  7 Pagescenturies have seeked to improve care and reduce stigma around those with mental illness. This began in 1942, when Harry Truman signed the National Mental Health Act, which requested the formation of a National Institute of Mental Health. Shortly after this, in 1949, the National Institute of Mental Health was established (â€Å"National Institute of Mental Health†). During the company’s 60 year lifespan they h ave focused on research about mental illness, educating the public, and improving the lives ofRead MoreThe Stigma Of Mental Illness1212 Words   |  5 Pagesexperiencing symptoms of mental illness. Patients suffering a physiological illness rarely hear these words, but they have begun to sound like a broken record to the mentally ill. Everyone sympathizes with the stomach, the liver, the eye, and many other organs in the body when they begin to malfunction, but no one sympathizes with the brain. It is unimaginable and almost abominable for the brain to get sick. Mental illness is probably the most misconstrued and trivialized illness, and this misconceptionRead MoreThe Stigma Of Mental Illness Essay1243 Words   |  5 PagesMental illness has dated back as far as anyone can remember it was first documented as an illness by 5th century B.C., Hippocrates when, â€Å"He was pioneering and treating mentally ill people with techniques not rooted in religion or superstition; instead, h e focused on changing a mentally ill patient’s environment or occupation, or administering certain substances as medications (Unite for Sight, 2016). This was unheard of since then and now most cultures believe that mental illness is a demonic punishment

CSR Sustainability and Assurance Services †MyAssignmenthelp.com

Question: Discuss about the CSR Sustainability and Assurance Services. Answer: Introduction: The unacceptable report that an auditor develops for failing to identify the manipulation associated with the transactions or frauds present in the account. The main risk factors associated with the specific audit engagement take into account detection risk (DR), inherent risk (IR) and control risk (CR) and it is calculated as follows: AR = CR x IR x DR According to Cohen and Simnett (2014), the risks involved in the types and nature of the businesses or financial transactions are referred as inherent risks. For MGC Limited, the IR transactions have lower IR compared to the cash transactions and cheques are used to settle the latter. The control risk generally occurs due to malpractice in recording the financial transactions or making an error in the accounting books, which the systems of internal control of an organisation have not identified or rectify the same. In case of MGC Limited, the internal control appraisal has been greater, as there are no job segregations. The possibility of accumulation of manipulations, misstatements and unidentified frauds is perceived as detection risk (Junior, Best and Cotter 2014). The major reasons behind the occurrence of these risks in MGC Limited constitute of human factors and sampling factors, while the control risk happens due to ineffectiveness of the systems of internal control. Analytical review with key financial ratios and the areas requiring special audit attention: The intention of financial auditing is to dissect the statement related to financial transactions of a firm coupled with giving a rightful insight of the business transactions (Knechel and Salterio 2016). Hence, the financial auditor has applied professional and ethical judgement when conducting the audit procedure of MGC Limited. The auditors approach has been unbiased for providing a rightful insight of the financial transactions related to the business. After analysing the financial ratios of MGC Limited, the same has been contrasted with industry average. The financial ratios of the organisation for the years 2014 to 2016 have been depicted in the form of a table (Refer to Appendix). It has been observed that the solvency position of MGC Limited has declined in 2016 compared to the previous two years. The current ratio of the organisation has been 1.60 in 2016, which is below the industry average of 2.01; however, it has improved over the years. Along with this, the industry average of quick ratio has been 1.15 in 2016 and the same for the organisation has been 0.54 in 2016 that has enhanced compared to the past year. The debt-to-equity ratio of MGC implies that the organisation has employed higher debts in its capital structure, since greater debt amount has been recognised n 2016, while the lowest debt amount has been recognised in 2014. On the other hand, times interest earned ratio implies that the organisation has adequate ability to settle off its debt in 2014, which declined significantly in 2015 and below the industry average in 2015 and 2016. The average collection period of the organisation has been enhanced in 2016 (39 days) in contrast to the previous two years. This reveals that the firm has been struggling with its liquidity position and it has not performed effectively to meet the industrial average of 32 days in 2016 (William Jr, Glover and Prawitt 2016). According to the average payment period obtained, the blockage of cash assets is higher in 2014 with 104 days compared to that of 2015 and 2016. On the other hand, the inventory turnover ratio of MGC Limited has been highest in 2016 with 233 days and lowest in 2015 with 187 days. Both gross and net margins of the organisation have risen in 2014; however, considerable fall has been observed in 2015. As a result, MGC Limited has performed below the desired industrial average (Luo 2015). From the evaluation of the financial statements of the organisation, the auditor has not detected any material misstatement, which signifies that no audit risk is present (Louwers et al. 2013). The debt level needs to be reduced in capital structure for discharging its short-term and long-term dues. The minimisation of credit terms and rise in inventory turnover rate are recommended to MGC Limited. Finally, cost of sales is required to be minimised to increase revenue and overall profit margins. Suggestion of overall audit strategy pertinent for this engagement: The audit is required to concentrate on substantive methods for minimising the risk control issues and material misstatement. Hence, in this case, combined approach could be adopted for audit engagement through the following values: Based on the evidence of audit MGC Limited recognises unnamed revenue. Therefore, qualified opinion is needed to correct this mistake. There is need to ascertain the instances associated with early income realisation. The consideration of sales return account and allowances account is needed. There is necessity to ensure that discounts are recorded as well as provided to the customers. If it fails to record the same, the sales account would be overstated. References: Cohen, J.R. and Simnett, R., 2014. CSR and assurance services: A research agenda.Auditing: A Journal of Practice Theory,34(1), pp.59-74. Junior, R.M., Best, P.J. and Cotter, J., 2014. Sustainability reporting and assurance: a historical analysis on a world-wide phenomenon.Journal of Business Ethics,120(1), pp.1-11. Knechel, W.R. and Salterio, S.E., 2016.Auditing: assurance and risk. Routledge. Louwers, T.J., Ramsay, R.J., Sinason, D.H., Strawser, J.R. and Thibodeau, J.C., 2013.Auditing and assurance services. New York, NY: McGraw-Hill/Irwin. Luo, Y., 2015. Acctg 626 Audit and Assurance Services. William Jr, M., Glover, S. and Prawitt, D., 2016.Auditing and assurance services: A systematic approach. McGraw-Hill Education.

Documentary Hot Coffee Essay Example For Students

Documentary Hot Coffee Essay After seeing the documentary Hot Coffee, it makes me realize how messed up our political system is. Some Politicians will do whatever it takes to get that reelection and even go against what they believe to obtain there so called Power. Its to the point that they have the people of the United States thinking that Tort Reform is necessary, when in reality they are trying to take away your freedom form you. They are taking away your rights and us the people don’t even know it. These big companies have manipulated so many people that tort reform is a good thing, they have Big politicians always saying that it is necessary that people just started believing whatever came out of there mouths. What Tort Reform really does is it makes so much more money for big companies and it puts a limit to your compensation within a lawsuit against any company. You can be killed in an accident, the car could’ve blown up because it was supposed to be recalled, but the company gets away with only paying 100K, while your family suffers through the pain. All this does is makes the rich richer. In the case of McDonalds vs. Stella Liebeck, the coffee burns Stella after she accidently spills the coffee on her. After everything, all Stella Asks for is for McDonalds to pay for her medical expenses, a amount that doesn’t even come close to how much they make a day in coffee. They decide to give her not even half of the amount, so Stella sues them. While in Discovery they find that McDonalds kept their coffee at 180-190 degrees while knowing 3rd degree burns happen at 185 degrees, the same type of burns that Stella had suffered. Also during discovery, they found that there were another 700 accidents that had happened but were kept low key because McDonalds just paid them a good amount of money. So not only was there damage to Stella, but also to 700 other people, which means there were Punitive Damages. The Jury finally assesses the damages and awards Stella with $200,000 and $2. 7 Million in Punitive damages, which equaled 2 days worth of Income from coffee. The 2. 7 million was the reduced to $480,000 because of the Cap on Punitive Damages. Even though Stella still won about 680,000, the law that the people past for caps on punitive damages saves McDonalds $2. 1 million, so at the end of the day they got the last laugh. With all this said, big companies are trying to find any way possible to continue making money, while not even caring at all about their employees or costumers. Most people don’t even know but when most people sign a contract for a credit card, cell phone or as an employee they sign an Automatic Arbitration clause. This is so people don’t sue the company and are basically forcing people to sign it. Every Big Company has this clause and one of the worse cases was the Halliburton case. This young lady gets a job that she has been wanting so she can support her family back home, she is sent to the warzone and is bunkered with all males, not a single female at all. She tries to bunker somewhere else and the company does not allow her to move at all. She is eventually drugged and raped by the men in her bunker; she has vaginal and anal tears and is scared for life. The next day she goes and takes a rape kit to see who raped her and that magically disappears and she is moved inside a portable container basically imprisoning her for standing up for herself. She is stuck in there for 5 days and she finally gets to call her father who eventually makes a couple of calls to get her home. When she gets home and tries to sue, she can’t cause of this Arbitration Clause, and Arbitration with one of the Halliburton Arbitrators. .u7d482c772b50e678c1317a67748c3688 , .u7d482c772b50e678c1317a67748c3688 .postImageUrl , .u7d482c772b50e678c1317a67748c3688 .centered-text-area { min-height: 80px; position: relative; } .u7d482c772b50e678c1317a67748c3688 , .u7d482c772b50e678c1317a67748c3688:hover , .u7d482c772b50e678c1317a67748c3688:visited , .u7d482c772b50e678c1317a67748c3688:active { border:0!important; } .u7d482c772b50e678c1317a67748c3688 .clearfix:after { content: ""; display: table; clear: both; } .u7d482c772b50e678c1317a67748c3688 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7d482c772b50e678c1317a67748c3688:active , .u7d482c772b50e678c1317a67748c3688:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7d482c772b50e678c1317a67748c3688 .centered-text-area { width: 100%; position: relative ; } .u7d482c772b50e678c1317a67748c3688 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7d482c772b50e678c1317a67748c3688 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7d482c772b50e678c1317a67748c3688 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7d482c772b50e678c1317a67748c3688:hover .ctaButton { background-color: #34495E!important; } .u7d482c772b50e678c1317a67748c3688 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7d482c772b50e678c1317a67748c3688 .u7d482c772b50e678c1317a67748c3688-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7d482c772b50e678c1317a67748c3688:after { content: ""; display: block; clear: both; } READ: Star Wars and Odyssey Comparison Paper Essay ExampleEither way Halliburton was getting away clean because they were going to win arbitration. Because of this clause, Halliburton gets away with rape and falsely imprisoning this poor girl. The saddest thing of all this is that most of the people that we elect to represent us, will represent them because of the money flow and because the will always keep there seat. My solution to all this is easier said then done. People really need to be more informed when they vote and not always take the BS that most of these Politian’s and commercials say. These Big Companies are slowly but surely taking every right away from the people of the United States. Whether it is putting a cap on any damage, or not even allowing juries to make a right decision. They really need to do some research and we need to gain our rights back. What these companies have done is a very complex way of manipulation, manipulating the people you vote in to do the things that they want or it will for sure cost them reelection. It’s just the ways things are now days and hopefully things start to change sooner rather then later.

Analyse the first opening scene of Saving Private Ryan Essay Example

Analyse the first opening scene of Saving Private Ryan Essay Saving Private Ryan is an academy award winning film produced in 1998 and directed by one of the best arguably known directors, Steven Spielberg. This film is particularly well known for its opening scene of approximately 25 minutes where it displays the invasion of the American army in the Omaha Beachhead in June 6th 1942. The plot relies upon the story of the Sullivan Brothers where there were five brother and they were all killed in the incident of the sinking of the light cruiser in World War two. This subsequently brought up the Niland Brothers story, who were a group of four American brothers from Kenmore, New York serving in the military during World War II. Of the four, two survived the war, but for a time it was believed that only one, Frederick Niland, had survived. Frederick was sent back to the States to complete his service and consequently, Spielberg based his film on the brothers story where it was believed that a woman should not lose all of her sons in the war and if one survived, he would be sent back with his army duty competed. Saving Private Ryan breaks some of the traditional conventions of the war film genre as it developed a striking and powerful opening battle sequence, showing realism of what the battle of Omaha Beach in 1942 was like. They had a realistic approach to the war films created in 1970s by attempting to create the battle scenes greety and shocking while at the same time griping and emotional. Throughout film history, war scenes have been diluted and amended to prevent shocking images as it would produce a lack of audience due to the fact that people did not want to see what the war looked like exactly. Spielberg creates the scene so we can feel emotionally invested and drags our attention and at the same time using the same methods of the 1970s films. We will write a custom essay sample on Analyse the first opening scene of Saving Private Ryan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Analyse the first opening scene of Saving Private Ryan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Analyse the first opening scene of Saving Private Ryan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The reason why Spielberg does not start his film with the battle sequence and instead commences on a cemetery is to emotionally invest the audience and to establish pity for the character. In the opening scene, it initially starts with the elderly Jack Ryan walking towards Colllville Sur Mer which is a military graveyard. Jack Ryan chooses to visit the people who have risked their life to save him, so subsequently in devote of respect, Jack Ryan visited the cemetery to honour those soldiers. As he walks through the cemetery, his family is respectively holding back him giving him space and consequently symbolising respect for him. The scene primarily starts with an American flag to express regard and honour those whom fought and died bravely for their country. Spielberg utilized a desaturisation method to suck out the colour of the flag giving a brownish colour. This effect establishes realism to the film as it gives us the impression that it was old and perhaps filmed at the time. There is a uniform nature assembled in the funerary grounds to represent a team as every grave is of a similar pigment and of the same size. The tombstones have a cross for every Christian person and a Star of David for every Jewish person to represent respect for the soldiers beliefs and religion. Another method cleverly used by Spielberg is a panning sequence shot, which is a sequence of camera movements going up to shoot a wider range of the scene. It starts of in one grave and as it goes up it shows the whole cemetery with millions of graves. This establishes a shock on the audience as it gives a sudden realisation what of the effects of the war has caused upon millions of people. The first scene appears to be silent at the start with absolutely no dialogue is to enhance the effect upon the audience to emotionally attach to the character and feel for him as he is visiting the friends he had lost on the battle. It latter starts a military snore called a bugle. Consequently, this evokes an emotive feeling on the audience as this is a sound commonly utilized on the war to war soldiers of any circumstances, therefore it reminds people of the soldiers who have died in the war battles. The music is constantly increasing its volume and this filmographic method is called a crescendo. It established tension to the audience and the anxiety to see what is going to happen next. At the end of this scene the camera moves slowly towards the elderly Jack Ryans face and directs itself through the eye of the character. This was established to perform a transition from the present to the past and furthermore will be showing the next section of the film. This effect is adapted so we can feel as it we were looking through the eyes of the character and observing what he had seen on the battle. From the opening scene it instantly changes to the next scene by the application of this method and it gives a sense of anxiety to the audience as they are expecting the next scene. The following scene is the instant chaos of the D-day landing in the Omaha beach, France. The scene initially commences with the sound of the surf of the waves. There is no music which established agitation to the audience as they would be anxious to see what happens after the ramp of the boat comes down. The first scene we see is the hedgehogs and as a result we percept that there is going to be a battle as the hedgehogs are anti-tank devices, hence symbolising violence. The first words we hear in this scene are the commands from Captain Miller, they are unclear and we cannot hear the dialogue properly. Before entering the battle sequence we hear 30 seconds, may God be with you, this gives us a sense awareness to be ready for what is going to happen and it also established pity for the character as we have only just been introduced to them and we know that in the battle scene most of them will not come out alive. There is a religious theme and a religious insignia applied to the bac kground as there is a soldier who blesses himself with the sign of a cross and another soldier kisses the cross, this illustrates that soldiers have faith in winning the war and that they are people just like anyone else as they also pray for their God. There is a guy on the Higgins craft and Captain Millers hand is constantly shaking because their nervous. This shows that even though Captain Miller is experient and has been to many battles he still gets nervous from all the tension of having to fight another battle, not know if he would come out alive and having the fear of his death. Spielberg cleverly adopted the utilization of hand-held cameras. The camera is located at the back of the Higgins craft and it gives us the impression that we are the last man standing on the back of the Higgins craft as the camera is continuously trembling as if we were in the boat moving. As soon as the Higgins craft hits the coast and lands, the spinning wheel start turning and the ramp suddenly comes down consequently, anxiety is developed as we dont know what to expect form the following sequence of the scene. As soon as the ramp comes down, an absurd amount of bullets are fired instantly at the soldiers. What it is trying to tell us is that violence happens rapidly and will not wait until you have an even chance against it. Every soldier in the Higgins craft end up dying because of the unproportional chance they stand against the Germans consequently producing a shock sequence to the audience as none of the soldiers are able to come out alive and the audience see the effect of the war. As the other Higgins crafts arrives at the beach, soldiers realise that they will not stand a chance if they stay in the boat so they decide they would have to jump into the water and try to go up the beach. As the camera went into the water, the sound is suddenly withdrawn from the film and we could just hear the sound of bullets breaking through the water. This is to give us a feeling that we are in the war and we had to jump in the water. The film not only enables us to visualize the facts as if we were there but also to hear what is going on at the war. We are also able to see that the soldiers carrying heavy loaded artillery were not able to swim to the coast as they could not remove their load before drowning. As a result, this would subsequently mean that the audience would feel for the soldiers as they would die because of their artillery in one of the most arguably painful ways. At the end of the instant chaos scene there is an over the shoulder shot of the turrets (concrete bunker) where this is symbolising a German perspective of the view of the war. We are also able to see more clearly what is going on at the coast of the beach and how far up do the soldiers have to make to have a chance of defeating the Germans. Captains Miller had announced to Clear those murder holes and he called the turrets murder holes because as the Americans didnt stand a chance, it was considerably murder as they could do nothing to stop it. During the instant chaos scene, Spielberg has enhanced another scene which was the Captain Millers confusion where he suffers of a shell shock which is a post climatic stress disorder. Captain Miller enters the scene stumbling into the beach and crawls behind a hedgehog to find a safe place to stay for a while. After a bomb went off right in front of Captain Miller, the sound was sucked out completely and he enters a state where he cant react hear anything because of all the stress and for the circumstance that he was nervous at the time therefore he cannot command his army. Spielberg utilizes again the close up shot where the camera slowly moves towards Captain Millers face. For the reasons that this scene is centred in Captain Miller we are able to acknowledge that Miller is the main character in the film. As Miller is confused he slowly reaches out for his helmet. As he put the helmet on, the blood from the helmet is poured over Millers head and we have the impression that Miller was shot in the head and it makes us wonder why would the main character die in the opening scenes of the film. We then find out that the blood form the helmet was water mixed with blood as the helmet stood next to the sea giving us a sense of relief for the character as we discovered he did no die. This scene is realistic as we can see the blood of the same colour as it would normally appear to be and there are also dirty uniforms as the soldiers would not have cleaned it up for weeks. As Captain Miller lifts up his head he sees a soldier giving a mute order. He is saying what the hell do we do now sir? but we are not able to listen to him therefore this makes us read his lips to understand what he is trying to say. The film suddenly speeds up again after the shock to symbolise that violence occurs quickly and the noise was sucked back into the film, furthermore Miller was able to hear what his soldier was saying and was able to give orders. This gave us expectations that Miller would soon recover from the shock and we wanted to find out what would happen after his mind was back in the battle. Miller says get your men up the beach because he realised that if the soldiers stayed in the beach and waited until other people started moving forward they would probably die as it is easier to shoot a person if he is at only one position rather than just moving around. The last scene of the opening sequence of the film is the end of the battle. At this scene there is a turning point as the American fired their first shot and got up the beach to fight against the Germans. The scene has more sound evidence that the violence is still raging, but the American soldiers start to organise themselves by the utilization of dialogue throughout the scene. The dialogue server to humanise the characters and not make them just mechanical soldiers, as they need to speak to each other and set up a plan to beat the Germans. As this is more of a close combat fighting, soldiers would need to get closer to the Germans, therefore they utilized their equipment and what they had to reach the point they were trying to get to. Firstly they utilized Bangalores (pipe bombs) to create holes in the ground so they could keep moving from hole to hole until they have reached their destination. Once Captain Miller and a few other soldiers have moved behind a wall, he utilizes his mirror and Sergeant Horvaths chewing gum to look over the wall. Hand-held cameras is utilizes throughout most of the film and at this scene the camera slightly pokes to the right as if the audience was a soldier viewing through the camera and wanted to see what was behind the wall. As soon as the sniper fires his first shot, the sound of the film is sucked out to a point where we can only hear the sound of the bullet hitting the body of the German soldier and his body falling into the ground. This symbolises glory as they have just started their way into victory and they killed a person who have killed millions of American soldiers. This film was able to exposes itself as realistic as it showed the audience the immediate surgery so that the people could see the effects of the bullets and the audience was also able to see that the paramedics stayed in the battlefields and had to perform the surgerie s with the resources that had at that place, because they could not wait until someone else could come to give a proper medical care. Saving Private Ryan shows two aspects of God, the merciful one and the warrior God. The priest is giving the last rites to another soldier that is dying, therefore it means that he is trying to bless the soldier and ask God to take good care of him once he reaches his destiny after death. The sniper sees God as a warrior as he says give me strength to fight the evil he wants God to fight the evil and give him strength to help him finish the war. After many American soldiers died because of the Germans, they fought for bloodlust and revenge. When there was an immense explosion in the turret one soldier said dont shoot, let them burn this was to show that soldier wanted their enemies to suffer as much as they could, as if they shoot their enemies they would die instantly and if they left them to burn they would take a long time until they burned. To have complete victory over the Germans, it was necessary that the Americans would kill all the German soldiers who were left in the trenches behind the turrets, but even though the a few German soldiers had surrendered, the American soldiers were chaotic and were involved in a bloodlust, furthermore killing the Germans as if it was a murderer as they have surrendered. At the end there was a reccuring shot of Captain Millers shaking hand, this shows that even after the battle, Miller was still nervous and still shivering. At the end of the battle there was a close up shot of the blood in the water and an upper camera shot to show the effects of the war and its destruction after the battle. The effect it had on the audience was that it left the audience exhausted as they have been watching the battle scene for nearly 26 minutes and it also had a draining effect as it gave a sudden realisation to the audience of what the battle was like.

Using the Spanish Pronoun ‘Nada’

Using the Spanish Pronoun ‘Nada’ Nada is the usual Spanish pronoun meaning nothing- but because double negatives are common in Spanish, the word nada can often be translated as anything. Nada Meaning Nothing When nada indeed means nothing, usually as the subject of a sentence, the use of nada is straightforward for English speakers: Nada es mejor que la maternidad. (Nothing is better than motherhood.)Nada es ms importante en este momento de nuestra historia. (Nothing is more important at this time in our history.)Nada puede cambiarme. (Nothing can change me.)Nada tiene ms vida que las cosas que se recuerdan. (Nothing has more life than the things that are remembered.)Nada es lo que parece. (Nothing is what it seems.)No quiero participar en la discusià ³n sobre nada importante.  (I dont want to participate in the discussion about nothing important.) When  the Verb With Nada Is Negated However, when nada is the object of a verb, it is normal for the verb itself to be negated. Therefore, when translating such sentences, you usually have to translate nada as anything or something similar, or use the verb in a positive form. In the following examples, either translation is acceptable: No hay nada ms. (There isnt anything more. There is nothing more.)Este congreso no sirve para nada. (This Congress isnt worth anything. This Congress is worthless.)El manifestante hablà ³ dos horas sin decir nada. (The protester spoke for two hours without saying anything. The protester spoke for two hours and said nothing.)No hay nada ms grande que proteger los nià ±os. (There is nothing more important than protecting children. There isnt anything more important than protecting children.He decidido que no quiero comer nada con conservantes o aditivos. (I have decided I dont want to eat anything with preservatives or additives. I have decided I want to eat nothing with preservatives or additives.)No me gusta nada. (I dont like anything. I like nothing. Technically, nada is the subject of this sentence, but the double-negative rule still applies.) Using Nada for Emphasis Sometimes youll hear nada used as an adverb, where (after taking the double negative into account) it is usually used as an intensifier and thus can mean not at all: Mi hermano no estudia nada y no ayuda nada en casa. (My brother doesnt study at all nor help out at home at all.)Si tengo paraguas no corro nada.  (If I have an umbrella I dont run at all.)No aprendà ­ nada difà ­cil. (I didnt learn anything difficult at all.) Using Nada in Questions In questions, nada is nearly always used with a negative verb:  ¿No ha estudiado nada de eso? (You havent studied any of that?) ¿No puede ver nada el nià ±o?  (Cant the boy see anything?) ¿Por quà © no tenemos nada? (Why dont we have anything?) Phrases Using Nada Here are some common phrases using nada: ahà ­ es nada (similar to no big deal, a way of emphasizing and downplaying something at the same time): Han estado casados por 50 aà ±os. Ahi es nada. (They have been married for 50 years. No big deal.) antes que nada (most importantly, above everything else): Antes que nada, queremos que viva. (Above everything, we want him to live.)   de nada (unimportant, of little value): Traje a casa una monedas de nada. (I brought home some worthless coins.) The phrase de nada is also frequently used as the equivalent of youre welcome after gracias (thank you), similar to saying Its nothing after being thanked.   como si nada (as if it were nothing): Despuà ©s de todo lo que dije, salià ³ como si nada. (After everything I told him, he left as if it were nothing.) nada como (nothing like): No hay nada como el hogar. (There is no place like home.) Avoiding Confusion With Conjugated Nadar Nada meaning nothing shouldnt be confused with nada, the third-person present indicative form of nadar, to swim: Nada todas las maà ±anas en la piscina. (She swims every morning in the swimming pool.)El atleta nada a casi nueve kilà ³metros por hora. (The athlete swims at almost nine kilometers an hour.)Nada en agua frà ­a como si nada. (She swims in cold water as if it were nothing.) Key Takeaways Nada is the Spanish word for nothing.Because of the ways negatives are used in Spanish, nada is sometimes translated as anything.Nada is sometimes used as a word of emphasis.

Miami Beach Essay Example | Topics and Well Written Essays - 250 words

Miami Beach - Essay Example Miami Beach is one of my favorite cities; I have spent many vacations there since my childhood and have developed memorable moments and sites. This paper â€Å"Miami Beach† is based on author’s last visit to the city. The author offers a narrative essay about the place.Even though I had made many previous visits to the city, they had been self centered and purely recreational. We would spend time together as a family, visit a few places and friends in the city before travelling back home. I however made my last visit with a peer and the visit’s core objective was to explore the city for knowledge development. We therefore hired a guide to lead us and respond to our possible questions, an initiative from which we learnt of the city’s history that developed from a farm to a real estate city. Planners in the nineteenth century designated the region for coconut plantation but housing developers changed the idea, decades later, to the current city’s scop e. The generally hot weather, a characteristic of the city’s climate, was enjoyable, a climate that promotes recreational activities at the beach. Even though the city experiences occasional durations of cold weather, it is generally hot and is either dry or humid, depending on its seasons. Further, we interacted with local residents but embraced a challenge in communication because they predominantly communicate in Spanish.My last trip to Miami Beach was therefore more informative as I learnt about the city, its geography, its history, and I directly interacted with its people.

Using AIUs survey responses from the AIU data set, complete the Research Paper - 1

Using AIUs survey responses from the AIU data set, complete the following requirements in the form of a report - Research Paper Example Political issues include: the candidate who is most preferable or which party is most preferable. Looking at the pools from Gallup politics website on people’s preferable party, the number of people who took part in the political poll in as compared to the number in the population is; Using polls from http://www.gallup.com/Home.aspx, it is evident that 95% of the respondent participated in the survey on US Economic confidence. This survey was conducted through phone interviews with phone numbers selected in random and consisted of 3, 546 adults. The results indicate that the data is reliable as a large number of respondents participated and they were selected in random (GALLUP, 2013). In the tree surveys, the sample size used is 3,546 for the general survey, 20,800 adults for the political survey and 1,010 for entertainment survey. The sample size that is most appropriate is the large sample as it gives a more accurate data. However, this should be applied when there is ample time to conduct the survey. The study concentrates on the younger age group of between 18 and 24 years which is advisable as this is the group that is likely to give better information on the subject. The other group is like a control group for comparison. This is helpful in getting more accurate

Personal narrative about an experience that impacted you involving Essay

Personal narrative about an experience that impacted you involving your education - Essay Example Academics was something that my parents put a great deal of pressure upon; they had invested a great amount of money for the purpose of my education and thus wanted me to excel more than I wanted to. I was never good in studies, but I always spent time trying to make my parents happy by trying my best to get good grades. The high school I attended had a number of clubs and associations attached with its prestigious name and as students we were always encouraged to be a part of them. There was one social service unit that did not have too many students as a part of it and thus the student body always urged students to join it in order to help the special children within the city. However, the club was never able to attract a lot of attention towards itself because not everyone wanted to become a part of a social unit designed for the welfare of differently-abled children. My parents have always tried to help charitable organisations and young orphans to live a better life in whatever way they can; my mother has raised me teaching me little things like donating m old clothes and always taking food for orphans on festive occasions. These habits have been inculcated within me so deep that somehow someday, I was urged from within to join the social service unit in order to interact with differently abled children and understand how they lived lives. With time, we were taken on field trips where we visited children from various schools; some of them were blind, some deaf, and some were physically handicapped. However, I remember meeting a young boy by the name of Austin, who was autistic. Soon, we had a three day older sibling program where we were each assigned a young boy or girl to foster and nurture under our care. We were to behave as their big brothers or sisters and teach them all kinds of values and morals and spend three days with them. I was assigned as Austin’s brother. At first, I did not understand how to deal with the young boy because he always thought on a different wavelength – I was still not able to understand how to interact with Austin and by the end of the first day I felt frustrated and disappointed on having had him appointed with me. However, as the second day came and I wearily woke up to go meet Austin, I was surprised when he handed me a jigsaw that he had painted, cut up and made for me. He told me with his slurry speech that he had designed it on the story ‘Hansel and Gretel’ by the Grimm Brothers. I was extremely touched. That day, I met Austin’s teachers as well and they showed me his skills and creativity. I was amazed to see that the boy had an amazing sense of art – his paintings were something different! His teachers also told me that despite his challenges, Austin spent hours at an end reading and being read to, trying to understand his texts and making sure that he did well in his studies, because his parents believed in him and told him that God would take his illne ss away if he studied hard and made something of himself. His parents had raised him by telling him every day that his handicap was only a matter of perspective and that he was the only one who could change it by making himself smarter day by day. Those thoughts hit me like an impact as I thought to myself how lucky I was to be physically fit unlike Austin. However, despite his challenges, he was doing well in his studies and making excellent progress. Till today, I am grateful to Austin for

Behavioral And Emotional Disorders Education Essay

Behavioral And Emotional Disorders Education Essay Behavioral/emotional disorders represent the broad category, used in educational settings among the children and adolescents with difficulties. As a fact, the observed behavior of children may depend on many factors. Emotional disturbance is a diagnostic category that includes various forms of inadequate emotional reactions (emotional numbness, unreasonable fears, inappropriate euphoria, etc..), the inability of emotional self-control (uncontrolled invasion of anger, weeping, cheerfulness, etc..), and chronic pathological changes in emotional behavior (Livingstone and Rosen, 1991). The examples of behavioral/emotional disorders  include such disabilities: PDD,  autism,  Rett syndrome,  PDD-NOS,  Asperger syndrome  and  ADHD. As a fact, it has been proved that children with special educational needs, who studied in the mainstream schools, have shown much better results in studying and development (Lehmkuhle and Garzia, 1993). These indicators are the most important. The educational process shows, that when children with some special educational needs study in the mainstream schools, they forget about their problems or defects and they consider themselves as everyone else. It is the way it should be. The results have shown, that the mainstream schools can do miracles for some children who can get better while communicating with other children, getting new friends and new sense in studying (Howell and Stanley,  1988). Childrens emotions and behavior, as a rule, hide more serious problems that can be overcome in communication and in the mainstream schools. The place where there are a lot of children, a child with a health problem will not consider himself such, as the aim of the teachers to give proper knowledge and educate children. Consequently, children who are not limited in their actions and studying usually recuperate faster and have a considerable progress combating their health problems (Arnot, 2010). Communication disorder includes the speech and language disorders, which, as a rule, refer to the problems in communication among children. Communication disorder can range from simple sound substitution to the complete inability to understand and use the language. For example, such problems as dyslexia the selective impaired ability to master reading and writing skills, while maintaining the overall ability to learn, can be overcome by allowing children with these problems study in the mainstream schools and there can be a great and unexpected benefit to their health. Children with special educational needs have to live among other people, communicate with them and to have a normal and happy life. As a fact, dyslexia is a specific type of impairment of learning, having a neurological nature.  It is characterized by the inability to quickly and accurately recognize words, to decode, learn the skills of spelling (Bailet, 2010).  These difficulties are associated with defective p honological components of language.  They exist, despite the preservation of other cognitive abilities and complete learning environment.  A second violation occurs in comprehension, lack of readers experience and vocabulary. Typically, problems in speech articulation and expression are detected in the period when the kids learns new sounds or to begin to express their thoughts.  The severity of the disease can vary greatly.  For example, in early childhood, mild forms of phonological disorders are relatively common, they are suffered by about 10% of children.  Many of them get rid of such problems, and from six or seven years only 2-3% of children to their problems meet the criteria of phonological disorders.  Similarly, expressive speech disorder (affecting 2-3%) and mixed expressive-receptive disorder (affecting less than 3%) both are relatively common for school-age children.  Fortunately, in the middle and late adolescence most children with the disorder of speech development are starting to have a normal speech.  About half of them completely got rid of problems, whereas the other half showed significant improvement, but may still remain some degree of impairment to late adolescence.  In contrast, the type of congenital disorders, course and prognosis of the disease for children with acquired type of communication disorder (occurring as a result of brain injury or paralysis) depends largely on the severity of injuries, of which it is part of the brain is damaged, and the age of the child in  time of the injury and the degree of language development at this time.   Although over time the problems themselves of the speeches usually disappear or are reduced in children with a disorder of communication, from an early age, often there are marked negative patterns of behavior (Beitchman and Young, 1997).  Such behavioral disorders are as hyperkinetic disorder and attention deficit disorder may exacerbate existing problems of communication, reflected in how children interact with peers and how they cope with learning tasks.  Since teachers are increasingly aware of the importance to give children special needs and the opportunity to interact with normally developed children, the school system began to place children with various problems in common, rather than isolated classes. Placing developmentally delayed children along with their normal counterparts based on the premise that children with special needs will benefit from communicating with normally developed peers and will be spared from the effect of labeling and placement in institutions.  The effect of interaction with peers in the social field reminds of the benefits of environmental factors that influence the course of development of children with special needs (Toppelberg and Shapiro, 2000). Developmental disorder as a rule occurs at some stage in a  childs development, often retarding the development, which can include  psychological  or physical disorders. As a fact, dyslexia can be related to communication and developmental disorders. Sometimes, children with special educational needs have the lack of communication and understanding. There are many communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disorders that can be cured. Recent research on children with communication disorders has shown that if the process of education in the mainstream schools can help these children, then they definitely have to go to the mainstream schools. There are several problems in one way or another, of each person, facing dyslexics. Most common problems are dyslexic: delay in developing the ability to read, write, memorize the spelling; disorientation in space, disorganization; difficulties with the perception of information; difficulty in recognizing words, failure to understand what has just been read; clumsiness or poor coordination; attention deficit disorder, sometimes accompanied by hyperactivity. All the symptoms of dyslexia are the symptoms of disorientation.  It is impossible to recognize dyslexia in itself, but to recognize the disorientation is quite possible.  The result of the orientation is an accurate perception of the environment, including a two-word printed on paper.  And as a result, the child cannot accept the surrounding reality as perceived her by other people. There are almost no objective methods for determining the characteristics of the brain neglect of the child.  Often in the case of low-quali ty education, for the social worker it is more convenient to make a diagnosis of dyslexia, rather than objectively investigate and determine the socio-educational background, which led to difficulties in reading (Waters, 2001). Dyslexia represents a specific learning difficulty that mainly affects reading and spelling, and it is also characterized by difficulties in processing word-sounds and weaknesses in short-term verbal memory. As a fact, dyslexia is not a result of low intelligence, merely concerned with reading difficulties, the result of poor eyesight or hearing, the result of an emotional problem, an impediment to a possible academic career or a middle-class excuse for poor academic achievement. The main areas tested for dyslexia are visual motor short-term memory, auditory memory and phonological awareness the ability to manipulate sounds within words (Solan and Brannan, 1994). Symptoms of Dyslexia may also include left/right confusions, trouble generalizing, poor concept of time, mispronunciation of multisyllabic words, difficulties in organizing self/time/work or easily distracted. The possible areas of difficulties are: reading: learning to decode, using sounds (phonemes), selecting materials, retaining what has been read, keeping up with set reading, spelling: interfering with written expression and choice of vocabulary, note-taking: copying quickly and accurately, distinguishing main points, writing and listening simultaneously, and writing: handwriting, written expression, sentence structure, punctuation, grammar, planning and structuring written work, sequencing ideas, editing and proof-reading. Possible areas of difficulty can also be: oral language: taking in information, misunderstanding instructions or information, sorting what is said in group discussion, word-finding, pronunciation; examinations: timed conditions exacerbate reading, writing and spelling problems, recall of information, achieving marks in line with course work; presentations: lack of confidence, word-finding problems, pronunciation, reading out loud, losing place, sequencing information, organizing time, easily distracted, clumsy use of equipment. As a fact, there can also occur different problems, connected with dyscalculia- problems in math, visual disturbance, etc. The objectives are to help the dyslexic learner to build on existing strengths, to develop strategies for lifelong learning, to build confidence and to bring about an understanding of individual differences (Blakeslee, 1991). Towards the equity of access there should be provided help with information processing, help for reading, help with note taking, help with specialized vocabulary and help with assignments. Despite disadvantages that the mainstream schools can represent for children, children with communication and developmental disorders will benefit from communication with classmates an d will not pay attention to their health problem (Williams  and LeCluyse, 1992). Another example of developmental disorder is Autism. Autism is a serious violation of the mental development, which primarily affected the ability to communicate, the social interaction.  Behavior of children with autism is also characterized by a rigid stereotype (of repeating the basic movements such as shaking hands or jumping to complex rituals), and often destructive (aggression, self-harm, shouting, negativism, etc.).   Level of intellectual development in autism may be the most diverse: from severe mental retardation to giftedness in certain areas of knowledge and art, in some cases, children with autism have no speech, marked abnormalities in motor development, attention, perception, emotional and other areas of the psyche.  More than 80% of children with autism are the people with disabilities    Exceptional diversity spectrum disorders and their severity can reasonably assume that training and education of children with autism the most challenging section of Correctional Pedagogy (Wolk and Giesen, 2010). Physical disorders. As an example of the physical disorder can be named Developmental Co-ordination Disorder. Developmental Co-ordination Disorder is a subtly different condition by definition, in practice, and very similar to dyspraxia. Dyspraxia is a lifelong developmental disability and co-ordination, which is more common in males than in females, affecting an estimated 8-10% of all children.  Ripley, Daines and Barrett say it in developed dyspraxia it is difficult to let his body do what we want and when we want to do it and that these difficulties can be regarded as significant when they  in the range of normal activities are expected of children of a certain age. As a fact, Developmental Co-ordination Disorder has main characteristics, such as common, clumsy children, chronic health condition, co-morbid and consequences. It has been also proved, that Developmental Co-ordination Disorder affects one child in every classroom. Developmental Co-ordination Disorder also has an impact on the family, which consists of the facts that parental concerns often not heard or acknowledged, there is frustration with health care and educational systems, overprotective world as a hostile place, stress regarding daily activities around the home, aggression and criticism from strangers, embarrassment and relieved once diagnosis any diagnosis is made. The other term clumsy child syndrome refers to the gross and fine motor difficulties of the patient.  The condition affects both the ability of action planning and action learning, for example, the storage functions in the brain is for action. The cause of developmental dyspraxia may be a result of immature neurons development.  Dyspraxia is often part of a continuum of related coordination and developmental disorders.   The Dyspraxia is often associated with other disorders, such as with Aspergers syndrome, autism, dyslexia and dyscalculia. Life experiences of resilient young adults with DCD include coordination difficulties are context-specific, the facts that they can struggle, as children, with issues of social isolation and lack of participation, they remember pull-out therapy and being made to work on handwriting very negatively, social/emotional health and life course can improve when kids enter good secondary school and effective teaching accommodations and support are critical factors. The experience shows, that allowing children visit mainstream schools and to live as normal children without serious health problems, children get more relaxed and able to understand more things. This way, their developmental processes accelerate and they have more desire to study. Communication, as a fact, helps a lot for those who especially need it. The other example is Dyspraxia an impairment of the ability to automatically execute specific movements in the absence of any paralysis or paresis of the muscles involved in movement.  The subject must voluntarily control every persons move, which is very expensive care, and makes the coordination of complex movements of everyday life extremely difficult, so it is rarely achieved.  It is a developmental apraxia of origin. Dyspraxia is a little known disability that concerns, however 3% to 6% of children.  Three quarters of children who are suffering from this disability are not diagnosed.  Dyspraxia often goes unnoticed because it is invisible.  It is sometimes blamed on a mentally retarded or ill will. There are many types of dyspraxia. Possible symptoms are: developmental disorders engines: slowness, clumsiness, difficulty performing voluntary movements, coordinated (walking, cycling, swimming, ball games, cut his meat, dressing, brushing teeth, tying shoelaces); dysgraphia: difficulty in handwriting and automate the handwriting; eye problems (oculomotor): jerks and eye tracking, visual fixation: difficulties with reading, following his line to locate a page and adopt an exploration strategy of the page; speech: oral apraxia facial-lingual, speech difficulties; speech and language disorders (pseudo-dyslexia driven by dyspraxia), language difficulties writing logical-mathematical problems: difficulties to ask operations in columns, to understand the mathematical facts, problems sequences, difficulty in positioning itself in time. Consequently, Developmental Co-ordination Disorder, dyslexia, communication, physical and developmental disorders can be cured and they have to be cured. Sometimes, it is enough to communicate with a person and to help him, and he will feel better. Community should not avoid communicating with people with some defects or health problems. And as well, there have to be created special policies considering these issues. That is why it is more beneficial for the society to allow the children with certain disorders to visit mainstream schools and to be able recuperate faster. The social issues are considered the most important for people and that is why there have to be conditions for the comfortable living for all people.

Kants Moral Constructivism and his Conception of Legislation Essay

Some hold that Kant’s conception of autonomy requires the rejection of moral realism in favor of "moral constructivism." However, commentary on a little noticed passage in the Metaphysics of Morals (with the assistance of Kant’s Lectures and Reflexionen) reveals that the conception of legislation at the core of Kant’s conception of autonomy represents a decidedly anti-constructivist strand in his moral philosophy. I. Summary: the Meaning of "Kant's Moral Constructivism" A. John Rawls In A Theory of Justice, although Rawls's method of generating principles of justice from a choice in the Original Position is described as "constructive", in the sense of "helpful to settle disputes", the idea of "constructivism" is hardly present. Constructivism, in the sense that interests us here, first plays a major role in Rawls's 1980 Dewey Lectures, "Kantian Constructivism in Moral Theory", where Rawls clarifies his own project as a limited programme in political theory, not in moral philosophy in general, a programme he has also described as something "political, not metaphysical". (2) There Rawls proposes a procedure of construction that connects a particular conception of the person with first principles of justice. In his article "Themes" Rawls emphasizes a similar idea in his interpretation of Kant moral philosophy, leading him to speak of what he calls "Kant's moral constructivism". In "Themes" Rawls begins with an outline of the "CI-Procedure" (where CI is an abbreviation for "categorical imperative"), which he sees as something given or laid out, based on the conception of free and equal persons as "reasonable" and "rational". The procedure specifies the first principles of right and justice, and through the procedure the... ...or" of the moral law. KGS IV, 431. (28) "Wà ¼rde man unter dem Legislator einen autorem legis verstehen, so wà ¼rde dieses bloß statutarische Gesetze betreffen. Gesetzen aber, die aus der Natur der Sache durch die Vernunft erkannt werden, wenn man denen einen auctorem beilegt, so kann er nur autor der Verbindlichkeit sein, die im Gesetz enthalten ist. ... unter dem autore eines natà ¼rlichen Gesetzes nur der Urheber der Verbindlichkeit nach dem Imperativ des Gesetzes gedacht werden kann...""Metaphysik der Sitten Vigilantius", KGS XXVII, 544-45. (29) "...sind nicht positive Gesetze." "Moral Mrongovius II", KGS XXIX, 634. (30) My thanks to Profs. Otfried Hà ¶ffe, Karl Ameriks, David Solomon, and audiences at the University of Tà ¼bingen and the 1998 APA Pacific Division Meetings and my commentator there, Mark LeBar, for helpful comments on earlier versions of this paper.

An Approach Model for Employees’ Improving Quality of Work

Iranian J Publ Iranian J Publ Health, Vol. 36, No. 4, 2007, pp. 81-86 Health, Vol. 36, No. 4, 2007, pp. 81-86 Original Article An Approach Model for Employees' Improving Quality of Work Life (IQWL) *H Dargahi 1, J Nasle Seragi 2 1 Dept. of Health Care Management, School of Allied Health Medicine, Medical Sciences/University of Tehran, Iran 2 Dept. of Occupational Health, School of Public Health, Medical Sciences/University of Tehran, Iran Abstract ch Keywords: Quality of life, Model, Employees, Iran ive Background: Organizational features can affect how employers view on their QWL is an important consideration for employees interested in improving employees' job satisfaction. The research reported here aimed to provide the processes used to investigate and implement a pathway for TUMS Employees Improving of Quality of Work Life as an approach model. Methods: A Quality of Work Life Strategic Planning Committee was formed to focus on enhancing TUMS employees' quality of work life. In the next step 30 QWL teams consisting of managers and employees were conducted in each of 15 as all of TUMS Hospitals. Committee members identified similar key themes of dissatisfaction. Based on the key themes identified, a survey was developed by QWL Strategic Planning by the questionnaires which distributed to 942 employees and 755 of them were returned. The collected data were saved by SPSS software and analyzed by statistical method. Results: The results from the survey showed that the perceived strongest areas among 12 categories developed by QWL Strategic Planning Committee that employees agreed to improve on their QWL were communication, leadership monetary an non- monetary compensation and support. This committee evaluated the outcomes of QWL managers and employees teams to improve the employees, quality of work life at 15 TUMS Hospitals. Conclusion: The QWL Strategic Planning Committee recommend a new approach model to suggest the ways which impressive on the employees' improving QWL. Introduction There is not a common accepted definition for quality of work life. In health care organizations, such as hospitals, quality of work life (QWL) has been described as referring to the strengths and weakness in total work environment (1). Organizational features can affect how employees view on their quality of work life. It is an important consideration for employees' to be interested in improving their job satisfaction (2). Organizational features such as policies and procedures, leadership style, operations, and general contextual factors have a profound effect on how employees view the quality of their work life. QWL is an umbrella term which includes many concepts. Because the perceptions held by Ar of SI employees play an important role in their decision to enter, stay with or leave an organization, it is important that employees' perceptions be included when assessing QWL (3). Achievement of the improving quality of work life (IQWL) promotes the better use of existing workforce skills and increased employees involvement. Most importantly, it encourages and supports the enhancement of the internal skills base to create a more professional, motivated and efficient working environment. There are several frameworks used by organizations to improve their performance through the development of their employees. The standard framework supports continuous improvement by encouraging managers to evaluate the internal 81 *Corresponding author: Tel: +98 21 88965608, Fax: +98 21 88951775, E-mail: [email  protected] ums. ac. ir D (Received 19 Jan 2007; accepted 6 Aug 2007) www. SID. ir H Dargahi, J Nasle Seragi: An Approach Model for†¦ Materials and Methods To assist in achieving defined objectives and recognition of quality work life issues and indicators, the Quality of Work Life Strategic Planning Committee was formed in Tehran university of Medical Sciences. T he members of this committee were two hospital medical managers, two hospital administrators and one occupational health expert teamed to gather to determine strategic planning and priority to focus on enhancing the quality of work life of TUMS Employees. In the first meeting, this committee ensured a continued commitment to improve and focus on the QWL of TUMS Hospitals' Employees as an approach model and recommended that 30 QWL teams consisting of mangers and employees were conducted in all fifteen of TUMS hospitals. Manager’s teams were formed with TUMS Hospitals Nursing Administrators and Head of Clinical and Supportive departments. Employee’s teams were formed with representatives of TUMS Nursing, Supportive and Paramedical employees. QWL committee members spent additional time to gather the information about the employees' improving QWL at each hospital. Following sev- ive ch 82 Ar of SI Results functions which shape their organizations, effectiveness. Such functions include performance management mechanisms, employee’s career development, and employees’ involvement. A tried a tested framework allows health care organizations such as hospitals to address key issues that are of concern for hospitals (4). Therefore, a high QWL is essential for health care organizations to continue to attract and retain employees (5). QWL is a comprehensive program designated to improve employees' satisfaction (6). Several studies found a strong relationship between job satisfaction and QWL for health care organizations' employees (7). The research reported aimed to provide the processes used to investigate and implement a pathway for TUMS Hospitals' Employees as an approach model to improve QWL for them. eral meetings, 30 QWL teams identified similar key common themes of dissatisfaction. These data are showed in Fig. 1. QWL teams declared these data to QWL Strategic Planning Committee. At first, based on the identified key themes a total of 12 areas were developed by the QWL Strategic Planning Committee (Fig. 2). In the next step, a cross- sectional, descriptive and analytical survey with 942 employees as 20% of total employees at 15 TUMS hospitals were asked to rate of their agreement or disagreement in relation to a series of statements using Lickert Type Scale were developed by QWL Committee as shown in Fig. 2. However, the questionnaires were distributed to 15 TUMS Hospitals’ Employees and 755 of them were returned, the response rate achieved to 90%. A number of employees were chosen to offer written comments. Many of the comments mirrored those that were made in the QWL Teams and Strategic Planning Committee. The collected data were analyzed by SPSS software. The results were broken into four sections of employees just managers, nurses, supportive (non- clinical) and paramedical employees. – 2/3 of the employees believed that they were unsatisfied because they could not participate in decision-making. – Only 20% of the respond ants indicated that they were satisfied and very satisfied with their job motivation. – 54. % of the respondents believed that their managers and supervisors did not observe fundamentals of human relations in their hospitals. – 2/3 of the respondents had not trust to their senior management. – The vast majority (96. 9%) of the respondents indicated that they are paid not enough. – The vast majority (98. 4%) of the respondents indicated that they were unsatisfied wi th their job welfare. D www. SID. ir Iranian J Publ Health, Vol. 36, No. 4, 2007, pp. 81-86 – The vast majority (92. 3%) of the employees believed that they were unsatisfied with cash payment to them. All of the employees expressed that they were unsatisfied with non cash payment to them. 72. 3% of the employees believed that they were unsatisfied with support from their supervisors. According to the results, there were no observable differences among the four groups in their rating of respect. †¢ Human resource issues relating to workload and staffing †¢ Management practices †¢ Leadership issues †¢ Inadequate rewards and income †¢ Loss of respect , trust and income among people †¢ More involvement in decision making Identified need from assistance for employees to deal with burnout and change †¢ Care taking function is not supported by TUMS Hospitals as a whole Fig. 1: Dissatisfaction Themes form employees and managers QWL teams. 1. 2. 3. 4 . 5. 6. 7. 8. 9. Organization commitment Trust Ar Fig. 2: Set of 12 dissatisfaction measures developed by QWL Strategic Planning Committee ch Support 11. Respect Monetary Compensation Non monetary Compensation Leadership Attendance management Communication between managers and employees Communication between managers and managers 0. Overall Communication 12. Recognition ive of SI 83 D www. SID. ir †¢ Poor communication between employees and management H Dargahi, J Nasle Seragi: An Approach Model for†¦ Fig. 3: New Structural Approach Model to improve QWL at TUMS Hospitals, 2005 Discussion The results showed that the perceived strongest areas among 12 categories developed by QWL Strategic Planning Committee that employees agreed to improve on their QWL, were communication, leadership, monitory and non monitory compensation , and support. High scores for poor communication were noted between managers/supervisors with employees need improvement. Though, the developments of a à ¢â‚¬Å"communication strategy† suggest establishing clear communication focusing on linkages between managers and employees. The most important predictable QWL belief the organization carries out is mission statement, good communication, good organization support for training and development, good decision latitude and being satisfied with the organizations recognition of employees' contribution (8). Areas outlined for leadership improvement include visibility of senior leaders, increased awareness of employees' needs and perspectives including increasing of opportunities for participitation in decision making. Canadian Nurses Association Position Statement identified the following elements for which stakeholders in health care field have a responsibility: †¢ Staffing decisions based on existence with direct input from professional nurses. †¢ Opportunities for nurses at all levels to participate in decision making. 84 Ar h ive of SI †¢ Support for nurses to use e vidence- based decision making (9). – A formal, organization- wide system of monetary and non monetary compensation and rewarding employees for their accomplishments would be highly beneficial. Increased workload and fiscal restraint occurred in recent years, left employees feeling pressure in their jobs. It seems that the support structure at 15 TUMS Hospitals should be reviewed for improvement and available to employees, including review of workload and support from supervisors. Wood ward† studied about supervisor social support scale included supervisor helpfulness. Concern the welfare of employees and ability to facilitate effective interaction among employees in a large teaching hospital at Ontario (10). The information that gathered and analyzed by QWL managers’ teams and QWL employees teams in each TUMS Hospitals represented to QWL Strategic Planning Committee. QWL Strategic Planning Committee evaluated the results from this survey and developed new approa ch model to improve the employees, QWL at 15 TUMS Hospitals (Fig 3). The Chancellor's Coordinating Committee on QWL was formed late 2002 to provide a point of coordination and support to advance the QWL for University of California's Employees. The committee focused on three areas- communications, training and rewards. Recognition all of which D www. SID. ir Iranian J Publ Health, Vol. 36, No. 4, 2007, pp. 81-86 were identified as priorities by the chancellors based on results of employees survey (11). One of the initial goal of the QWL Strategic Planning Committee was the collaborative effort to define what an organization looks like with a high QWL. The committee created the following philosophy, which continuous to be celebrated to day: An organization with a high QWL is an organization that promotes and maintains a work environment that results in excellence in everything it does-by ensuring open communication, respect, recognition, truss, support, well being and satisfaction of its members, both personality and professionalism. The results of a survey were conducted in Canada at 2001 showed that QWL is a multidimensional construct and a global evaluation of one's workplace and context. The implications of these finding are currently being deliberated as they relate to improving QWL with each health care organization (12). The QWL Strategic Planning Committee recommend 15 TUMS hospitals as new approach model to suggest the ways which impressive on the employees improving QWL as below : – Communication: It investigates the ways not only to enhance employees skills on the quality assurance system, but to keep the system updated and organized, ensuring edified and easily available. Reward and recognition: It will significantly improve one initiative includes the development of a â€Å"star performer† program to allow all employees to recognize each other. Any employee that receives a star performer note is visited by TUMS Hospital Senior Management and presented with a â€Å"QWL Star â€Å"to recognize how important each of them is to the organization. – Attendance Management: It suggests turning the pre-existing attendance management policy from one that appears to punish employees for absenteeism, to one that rewarded employees for working to reduce their absenteeism. This may be achieved by developing a reward system for employees who worked for a three- month period without taking on unscheduled day off. Each ch ive quarter, a draw is held for prizes. To create further incentives, approval is received to create a grand prize for employees not to take day off and do additional work. There will be very positive feedback from employees and resulting in a reduction in absenteeism. – Leadership: It investigates leadership and literature attempting firstly to gain a better understanding of leadership techniques to find how practices at each TUMS Hospitals. The outcome to date is the development of a leadership education program to educate our management on the concept of leadership. – Support and Decision Making: It investigates employees participitation in decision making is a good opportunities to be satisfied with their job. QWL in Health Care Services organizations accreditation is a major step forward. Many concurrent initiatives across Canada address employees QWL needs and concerns from different angles. There is also significant progress in this direction in the United Status where the Joint Commission on Accreditation of Health Care Organization (JCAHO) has committed to improve the quality of health care work place (13). We look forward to perform our Approach Model outcomes to improve QWL of TUMS Hospitals Employees in future. Ar of SI References Acknowledgements We would like to thank Medical Sciences/Tehran University Hospitals senior managers and employees because this survey would not have been possible without their assistance. This research has been supported by Medical Sciences/Tehran University. The authors declare that they have no Conflict of Interests. 1. Knox S, Irving JA (1997). Interactive quality of work life model applied to organization. Jona, 271:39-47. 2. Kruger P (2002). Organization predictors of job satisfaction findings from Canadian mul85 D www. SID. ir H Dargahi, J Nasle Seragi: An Approach Model for†¦ 3. 4. 5. 6. 7. 86 Ar ch ive tisided quality of work life cross-sectional survey. BMC Health Services Research, 2(6):1-12. Yoder L (1995). Staff nurses career development relationships and self- reports of professionalism, job satisfaction, and intent to stay. Nurse Res, 44(5):290-97. Anonymous (2005). Improve the performance of your organization. A guide to investors in people and improving quality of work life (IQWL) practice plus for the NHS. Available from: www. Investor inpeople. Co. Uk/health Sendrich K (2003). Putting the emphasis on employees as an award. Winning employer. Baptist Health Care has distant memories of the workplace shortage. Trustee January, P (G-10). Anonymous (2005). Frequently asked question. Available from: http://www. Hhs. Gov/ohr/faqs/index. Html Blegen M (1999). Nurses job satisfaction. A Meta- analysis of related variable. Nurse Res, 42:36-41. 8. Joseph J, Deshpande SP (1997). The impact of ethical climate on job satisfaction of nurses. Health Care Manage Rev, 22(1):76-81. 9. Graham SL (2001). Quality Professional Practice Environment for registered nurses. Canadian Nurses Association. Position Statement, Ottawa. 10. Woodward C (1999). The impact of re- engineering and other cost reduction strategies on the staff of a large teaching hospital: A longitudinal study. Med Care, 37(6): 556-69. 11. Anonymous (2005). Chancellor forms committee to address work life issues. University of California, San Francisco. Available from: www. Pub. UCSF. Edu 12. Lohfeld L (2000). Personal Communication. ST. Joseph's Health system Quality of Work Life Technical Reports. 13. Eisenberg JM (2001). â€Å"Does a Healthy Health care workplace produce higher quality careâ€Å"? The joint commission journal on quality improvement. 27(a):444-57. of SI D www. SID. ir

Writing Resources for Teenagers

Writing Resources for Teenagers Writing Resources for Teenagers Writing Resources for Teenagers By Ali Hale I know from the comments that lots of teens read Daily Writing Tips, and as a former teenage writer myself, I wanted to offer some of my tips and favourite resources. I’ve been telling stories for as long as I can remember – even before I could write, I made up stories to tell to my mum and baby brother. As a teen, I wrote a science-fiction novella (about 40,000 words) aged 14/15. I still have it tucked away in a wardrobe in my parent’s house. Here’s some of the advice I could have done with back then (I’m going to be focusing on teen fiction writers here, but you’ll find some useful links if you’re a blogger or non-fiction writer too. A lot of the sites referenced are great for under-13s too, and plenty of the good writing advice applies to adults, not just teens!) Ali’s tips Before I get to the list of resources, I’ll give you three quick tips that helped me as a teen writer. 1. Join a writers’ circle or evening class – I started going to one when I was 14 and stayed until I left for university aged 18. I was the youngest member by a long way, but I was made very welcome and I learnt a huge amount. 2. Write every day – I used to scribble away in the school library in my lunch-hour, and my parents gave me a word processor (more like a glorified typewriter than a computer) when I was 15. (Aged 16, I discovered an online writing game, and the rest of my writing all but stopped for two years†¦) 3. â€Å"Borrow† plots from classics – The first stories I wrote that I was happy with, aged 12, were based on Beowulf (see a study guide for this book here) and the Ballad of Semmerwater (both of which we were studying in English class). Young Writer Magazine I used to read this when I was about 12, and then it stopped being published for years. It’s being published regularly again (hurrah!) though a bit late for me. It caters for writers under 18, and publishes children’s and teens’ fiction and poetry. You might have trouble finding it on the magazine racks if you’re outside the UK, but you can subscribe on the Young Writer website, wherever you live in the world. (I also recommend reading general writing magazines aimed at adults – these will have plenty of articles aimed at beginners, and give you a real sense of the publishing industry.) Competitions Open to Teens One of my real frustrations as a teen writer was that Writing Magazine’s competitions were only open if you were 16+ (due to awarding cash prizes). Happily, there are lots of teen-specific writing competitions. Here’s just a couple of them: TooWrite (run by Young Writer) which is open to writers aged 16 and under, of any nationality. The prizes on offer are great, too; your height in books if you’re under 10, the length of your foot in CDs if you’re 11-13, and your age in number of DVDs if you’re 14-16. The Green Story Teen Version (Link no longer active) – This is a competition where you can submit a chapter of a collaborative novel. The chapters get voted on and the best one becomes part of the novel. If you google writing competitions, youll find plenty of links and keep an eye out on noticeboards at school, in bookstores or at public libraries for local competitions. Online Articles Over the past few years, I’ve come across some excellent online articles aimed at teen writers. Here’s a few that I recommend reading: From Vision: A Resource for Writers: Being a Teenage Writer – by Lorianne Watts (aged 17 at the time she wrote the article). Five Practical Tips for Young Writers – by Beth Adele Long, the associate editor of Young Writer’s Scene. (NB: something is wrong with the formatting of this one; if you copy-and-paste the whole thing into Word, it’s readable!) Helping Younger Writers by Lazette Gifford, the editor of Vision. Aimed at adults who want to help younger writers, but give it a read if you’re a teen too. Starting Out: A Guide for Young Writers by Victoria Hastings (who had her first newspaper publication when she was in the fifth grade). Articles from elsewhere: Guidelines for Teen ProBloggers – from ProBlogger. Great advice if you want to get into professional (i.e. money-making!) blogging. Tips for Young Writers – from Zoe Marriott (who writes for a young adult audience). She answers several reader questions here. 10 Things Teenage Writesr Should Know About Writing – very honest advice, humorously offered. I wish I’d read this when I was fourteen†¦! Recommended books Try borrowing, begging or buying copies of a few good books on writing. These tend to be aimed at adult (or college student) writers, but the advice is usually straightforward and perfectly suitable for beginners. Two of the books I’ve found very useful are: Nigel Watts’ Teach Yourself: Writing A Novel And Getting Published – I’ve had my copy since I was 14 (I still remember buying it with my birthday money in 1999) The cover’s almost fallen off now, which shows how useful it’s been over the years! Palgrave’s How to Write Fiction (And Think About it). This is aimed at students, and goes into a lot of depth and theory about fiction writing – but I’d suggest giving it a go anyway. If you’re an intelligent teen, you can handle it. Your school librarian may be able to recommend some good books, and if you know any adult writers, try asking them. NaNoWriMo I’ll end this article by pointing you towards NaNoWriMo (National Novel Writing Month), which starts on November 1st. Challenge yourself to write a 50,000 word novel in just one month – hundreds of thousands of people get involved every November, and there’s a dedicated Young Writers’ program for kids and teens (where you set your own target number of words). If you’re aged 13 – 17, you can sign up for the Young Writers’ program or the main site. It would be fantastic to hear from some of Daily Writing Tips’s teen writers – we know you’re out there! What are you working on at the moment? Do you write fiction, a blog, or something else entirely? What do you find best and worst about being a teen writer? Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:Direct and Indirect ObjectsLoan, Lend, Loaned, LentKn- Words in English