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

The Shifts in Power Within Brian Friels Translations

The Shifts in Power Within Brian Friels Translations Question: Discuss the various shifts of power within Friel's Translations and evaluate their significance.Enjoy :)The shifts in power and the conflict which this causes are crucial aspects of Brian Friel's Translations, and this conflict can be seen, and is caused by, the cultural, linguistic and ideological differences between characters, particular the English and Irish. Probably the primary reason for this conflict is the continued disempowerment of the Irish, which grows more evident as the play progresses, and can be linked to the simple act of mapping the Irish countryside, which not only acts as a means of measuring Ireland, but also changing the culture of its inhabitants. I believe that Friel deliberately used this device in Translations to enhance the drama, and meaning, of his work, and this has been effectively done in Translations.The history of the Irish people, like that of many around the world, is a story of continual conquest and disempowerment by foreign forces.Eng lish: Various Irish whiskies. Picture by Cafeir...From the Romans invasions to that of the English, this imperialism has impacted on the culture and life of the Irish, but none has been able to fully assimilate their way of life. Even the colonisation of the English, which has been in place for over 400 years, has not been able to fully achieve control over the Irish culture, due to the fierce resistance of the conquered people. This cultural difference between the English and the Irish is the primary source of conflict in Brian Friel's Translations, and this can be viewed in many ways. Firstly, we see the Irish as the past; a stagnant, fossilised society who are unwilling to change to the new ways, while the English are the future, in that they are viewed as new and always evolving. A striking example which upholds...

Research Essay Example | Topics and Well Written Essays - 500 words

Research - Essay Example In addition, he illustrates that conservatives do not have the right to implement their religious beliefs on another group of people. The 14th amendment can be used to protect gay marriage and the conservatives do not base their arguments against gay marriage on any legal concepts or founding principles of the country. Kellard also argues against the fact that people are against children being educated about gay marriages at school (n.p). He states that this is not protecting them as they will be exposed to this information at some point in their lives. Kellard states that the notion that gay marriage is against the constitution of marriage is wrong as the main reason people get married is for love (n.p). On the other hand, many people are against the legalizing of gay marriages. This group of individuals considers the act as unnatural and incompatible to society. Per Springg stated that the advocates for gay marriage are unaware of the long term implications that exist with legalizing gay marriages (n.p). Some of these effects would include the teaching of homosexual marriage in public schools. This would directly influence the mentality of children in schools and affect societal norms. Many of these children will be led towards gay marriage as it would be something new. Hence, this threatens religious liberties and many religions would be persecuted and condemned for opposing gay marriage. The other impacts would be on the increase in the number of divorces and a reduction in the number of heterosexual marriages. This would also result in the denial of either a mother or a father for many children who are raised in these families. Since homosexuals are incapable of reproduction phy siologically, there would be a decrease in the birth rate which will affect the dynamics of the population in the country. In addition, other people such as polygamists would also raise the point that they are allowed to marry multiple

Importance of the UK travel and tourism industry Essay

Importance of the UK travel and tourism industry - Essay Example In "Importance of the UK travel and tourism industry" essay, the author gives full analysis of the tourism sector in the United Kingdom, including outbound, inbound and domestic tourism. After three years of downturn for the tourism industry, it robustly rebounded in 2004 with more than 760 million arrivals globally – an increase of around ten percent over 2003. This was indeed a welcome change after three years of stagnation following the September 11 attacks, the SARS crisis and the Iraq war, almost all destination markets recorded substantial growth. It is estimated that there are 1.4 million jobs in tourism in the UK, some 5% of all people in employment in the UK amounting to more jobs in tourism than in construction or transport put together. Of these, approximately 130,400 of these jobs are in self-employment. The broader perspective of the Travel & Tourism economy (direct and indirect) is expected to create 16,590 new jobs for the UK economy for a total of 2,857,300 job s dependent on Travel & Tourism or 9.3 percent of total employment. Domestic tourism: The total revenue garnered was to the tune of  £13.7 billion in 2003 by the UK residents and they took 70.5 million holidays of one night or more. Of these 22.3 million was business travel comprising of overnight business trips spending  £6.1 billion while the rest was leisure travel amounting to 34.3 million overnight trips to friends and relatives spending  £3.4 billion, overall with an expenditure estimated to be over  £59 billion in 2003. ... The top five overseas markets for the UK in 2004 were: Country Visits (000) Country Spend ( m) USA 3,616 USA 2,400 France 3,254 Germany 825 Germany 2,968 France 769 Irish Republic 2,578 Irish Republic 760 Netherlands 1,620 Spain 618 (Source from website The UK industry is expected to benefit from strong inbound traffic to post GBP34.9 -13824 (US$66.6 billion) in total Visitor Exports in 2005 or 11.5 per cent of total exports. Outbound Tourism: The number of visits abroad made by UK residents has almost tripled since 1984, to a record 64.2 million visits in 2004. Two-thirds of these visits abroad were holidays, just under half of which were package holidays. Spending on visits abroad by UK residents increased to a record 30.3 billion, a fourfold increase between 1984 and 2004 in real terms, and a 10 per cent increase between 2003 and 2004. (Source from website) Domestic tourism: The total revenue garnered was to the tune of 13.7 billion in 2003 by the UK residents and they took 70.5 million holidays of one night or more. Of these 22.3 million was business travel comprising of overnight business trips spending 6.1 billion while the rest was leisure travel amounting to 34.3 million overnight trips to friends and relatives spending 3.4 billion, overall with an expenditure estimated to be over 59 billion in 2003. Expenditure from domestic and inbound tourism 2001 ( billion) 2002 ( billion) Spending by overseas residents Visits to the UK 12.8 11.3 Fares to UK carriers 3.5 3.2 Spending by domestic tourists Trips of 1+ nights 26.1 26.1 Day