Stephen King Unwitting Screenwriter Essays - Fiction, Filmmaking

Stephen King: Unwitting Screenwriter Place Title Here Movies are becoming more and more popular with new special effects and stories that are intriguing and gripping. Movies now have lasting effects on viewers, since the stories are becoming more involved and more in depth. Screenwriters are constantly trying to create better screenplays to have made into motion pictures, yet there are thousands, if not millions, of screenwriters out there trying to earn a wage. The Writers Guild of America reports that in one year an average of 40,000 screenplays will be submitted and out of those only 120 will be made into motion pictures. (Field 5) Stephen King, who has no affiliation to being a screenwriter, has written numerous novels that almost everyone knows without them having ever read one word. Stephen King has a way of writing that appeals to both readers and film lovers. King who is an author of books has beaten out millions of screenwriters in the movie business. What is funny is that King himself does not expect a movie adaptation when he writes his stories. Stephen Kings writing style is the main reason why Kings novels are almost always found on the big screen. King purposely uses images in his novels that tell stories themselves. These images help enhance the story as the reader reads Kings work. These images are ones made by the reader and are limited to just the images we see on screen. Of course some of the better King movies do have wonderful imagery that can be associated with the same image the reader would have made in his mind. One popular movie that was based on Kings work is Stand by Me, which has terrific examples of this imagery. Stand by Me is based on Kings novella The Body which can be found in Different Seasons. The Body is a coming of age story about a boy named Gordie Lachance. Gordie is faced with the death of his brother, but is confused about his feelings. He knows he should be mourning for him, but he does not seem to have any remorseful feelings towards his brother. The story is about Gordie and 3 of his close friends on a journey through the woods to find a dead body. Throughout their journey they face all types of obstacles and go through a series of ups and downs. In the end they find the body and face a climatic altercation with the neighborhood gang. The four boys end up scaring the gang away and go home without ever telling anyone about their journey. The theme to the story is about losing ones innocence, the transformation from being a child into being an adult. The film portrayed the theme very well and viewers did not lose much if they have never read the actually novella. When a book transfers over to a film much of the content is usually lost. It is a very tough feat to keep everything that was in the book in tact and still portray the same effect. When a reader reads a novel, they take their time and they get involved with the characters and learn about them. When a viewer watches a movie, the director needs to pump out as much information as he can in two hours and still stay within the parameters of the book. What happens most of the time due to budget or time constraint is not everything from the book is transferred over to the film, which causes gaps in the story. Also, directors need to find actors that can portray the feelings of the character and at the same time complete the look of the character. Sometimes one thing is sacrificed for another and the character is not as magnificent on screen as they were in the book. The fact that the book loses a lot of content prevents many directors from trying to adapt books into film, but there are dire ctors that try. When writing a story and writing a screenplay the two are very much alike but at the same time very different. A screenplay is basically a movie on paper. Everything that happens on the screen would be put into words, from camera

4 Questions That Will Make You Rage Quit

4 Questions That Will Make You Rage Quit You’ve had it. You can’t face another day at that office with those people. Maybe it’s not as clear-cut as wanting to strangle your boss or disagreeing with your company’s mission. Maybe you just feel bored,  or stressed, or  unhappy (or all 3!) without really pinpointing why.   Here are four questions  you should ask yourself when deciding if it’s time to cut bait and look for a new job.1. Is my work appreciated?What do you mean I need to work harder, I just missed Christmas Eve with my family to work on that report!Morale drops when employees feel like their work is not appreciated by the powers-that-be. A recent Gallup study of employee engagement (defined as feeling invested in your  job) showed that in 2014, less than one-third of people polled said they were â€Å"engaged† in their regular job. That’s up slightly from years past, but still- that’s an awful lot of people who don’t feel appreciated and motiv ated in their current roles.Many companies are trying to stem this by offering special employee appreciation events or give  bonuses/rewards for excellent work. However, if your boss doesn’t seem to notice or care that you’re working like crazy to support the company’s bottom line, take your skills and experience where they’ll be valued.2. What the heck am I doing here?I’d rather be doing literally anything else–even fighting bears.Purpose is a key motivator of workplace happiness and productivity. If you know your company’s goals and your role in moving those forward, chances are you’ll feel a focused connection to your day-to-day work. However, when those   goals get vague, it can be easy to get caught in a feedback loop of coasting.If you find yourself checking Instagram more than your work email, the culprit could be a lack of direction. The first step should be working with your manager to define priorities and goals- but if you do this and you still feel like most of your day is spent drifting through time-filler tasks and pointless meetings, it might just be time to move on.3. Am I Stuck in the Middle of Nowhere?I have no idea what I’m doing.It can be so demoralizing to realize you don’t have the tools and resources available to do a great job. Maybe your company is in a financial crunch and can’t hire new people. Perhaps your manager just doesn’t have the time or desire  to explain what needs to be done.I’ve worked in places where everyone is so caught up  in their own endless to-do lists that no one has the time to sit down and effectively plan, execute, and support a project that needed to be finished†¦ a week ago. Chances are, it’s not your fault- but it can feel like it’s on you to fix.Once you’re in a defensive crouch and feeling overwhelmed, it can be really difficult to a) evaluate the situation objectively, and b) ask for the resources you need. If you reach that point and you don’t see your workplace offering any solutions beyond a shrug and a â€Å"get it done,† then it’s definitely time to re-evaluate your future there.4. Is it all about the Benjamins?Not sure if I’m here because the money is good or if I’m here because some money is better than nothing.You’ve probably thought, â€Å"They don’t pay me enough to do this† during one frustrating moment or another. Or maybe you envy people skipping out to enjoy expensive lunches while you eat a PBJ at your desk. It’s always going to be tempting to go find a job that will pay you more than you make now, but it’s also a legitimate reason to be dissatisfied- and ultimately move on to another job.Let’s face it: a fairy godmother is not likely to pop into your life and offer you double your salary for the same job; but if you start to feel like you really are being undervalued in pay and/or benefits, then start looking around.  Ask yourself: What salary do people in roles similar to yours make in other companies? Have you made contributions to your team or company that might merit a raise, but have gone unrewarded? If you have reasonable pay expectations and your manager or company is unable (or unwilling) to accommodate that, then you should start thinking about your options.If you identify with any of these (or, goodness forbid, all), then it’s probably time to start putting out feelers in your network, and brushing up that resume. You deserve better!On mobile? Sign in here to view your job matches.

Abandoned vehicle problem evidences Assignment Example | Topics and Well Written Essays - 750 words

Abandoned vehicle problem evidences - Assignment Example An abandoned vehicle can be plainly defined as a vehicle gone unattended, left parked with no information about the owner and further parked within an area of 10 feet or more or less the same, for a time period of 48 hours and in the publicly used or mostly in the privately owned area for around 30 days, without the permission or consent of the zone owner (Alaska Department of Administration, 2011). Some of the most common reasons of the car abandoning are as follows: Most of the cars abandoned in Jeddah are by the expats who do not find enough time to dispose of their cars and travel back to their native lands without going through the hassle of disposing off their vehicles. Some abandoned vehicles, that as in fulfill the above definition of vehicle abandoning i.e., stay parked at airports or other areas for a period of 30 days are actually left or parked by expats until their return from vacations from their native lands. Majority of these cars are old and derelict for a safe daily based use and parked as useless by the owner after they have removed all the proves of their ownership. Another big part of these abandoned cars come from both the local residents and expats who flee away from holding any accountability to the money owed for the cars, most of which comprise of luxurious sports cars. Some abandoned cars are highly under car loan defaults and the owners look for sneak away by parking the cars as unrecognized. Because of the above reasons and further many not identified properly, the car abandoning has turned into one of the biggest reportable issues of The Kingdom of Saudi Arabia, specifically in Birman and Jeddah. According to reports, Law enforcement officers have been into devastating nightmares dealing with the abandoned vehicles that have apparently been aggressively multiplying over the time. The major threats and environmental nuisance these abandoned vehicles are posing is rising alarmingly. They are taking up unwanted space and creating a se nse of insecurity amongst the normal residents as the long parked cars give a secure pathway for crimes (Historic Vehicle, 2012). Another big issue related to the vehicle abandoning is that they, if seen from a financial perspective are a big block towards making the cash liquid. Liquid cash is very important for the refining and uplifting of economic standards and the Kingdom of Saudi Arabia is amongst the strongest Arab economies. Their strength is most looked after for the viable working of the Arab and most importantly the economy of all the Muslim countries. A block of average 7200 vehicles per month is a bid hindrance to the smooth working of their economic system. The reinforcement authorities have actively involved Department of Specialized Hygiene of the Waste Department of Municipality to draft out feasible and practical strategies to work over the abandoned vehicles. Now, these abandoned cars are left at wait for the owner’s contact for maximum six months. During t his time, efforts are made to trace the owner and the vehicle is also printed in newspaper for any whereabouts of the owner. If the owner gets traced, he is levied with a penalty and warned to dispose of the vehicle officially or otherwise keep the vehicle and clear off the claims that the vehicle holds. Regular checks are made about the outstanding vehicle schedules that had prompted the owner to attempt silent abandoning (Seatlle, 2013). If the owner is found to have

Second Language Acquisition Essay Example | Topics and Well Written Essays - 3000 words

Second Language Acquisition - Essay Example This means that linguistic studies are extremely important as they investigate the matters are able to contribute to a better understanding of the human civilization. This paper will examine the differences between two notions: communicative competence on the one hand and linguistic competence on the other. Since the key to perceiving the differences between the above mentioned notions partially lies in the process of language acquisition, the paper will utilize three perspectives that were developed with regard to Second Language Acquisition, namely linguistic, psychological and social one in other to make the analysis objective as well as detailed. Each of the above mentioned perspectives will be analyzed in great detail and various frameworks within it will be used, such as Transformational-Generative Grammar and Universal Grammar, Functionalism and Neurolinguistics, Information Processing and Connectionism, individual differences of learners will also be utilized, together with m icrosocial and macrosial foci of the social perspective. To begin with, it would be particularly important to provide definitions of each of the concept so that the differences between then might become visible based on some fundamental aspect. Thus, it is suggested that communicative competence might be defined as â€Å"what a speaker needs to know to communicate appropriately within a particular language community† (Saville-Troike 2006, p. 100). As one can easily see, there are several key words in this definition. First of all, it includes a certain amount of skills and knowledge that is essential for acquiring communicative competence. Secondly, there is a word that defines the essential element of this notion – â€Å"appropriately†. In other words, a person might possess the above mentioned skills and knowledge, but their amount may not be sufficient in order to contribute to

Learning Teaching And Assessing

Learning Teaching And Assessing The author will discuss issues relating to assessment in the clinical area including areas for development and improvement. The assessment under consideration is A Safeguarding Children Induction Handbook (Nottinghamshire Community Health 2009). This is a competency based induction framework and is designed to be undertaken by all new staff who will have regular contact with children and families (appendix 3). It is the responsibility of managers to ensure that staff will have the opportunity to achieve and maintain the competencies. The Primary Care Trust (PCT ) intends that use of this framework will meet statutory requirements to safeguard children (Nottinghamshire Community Health 2009). . Practice teachers were directed to facilitate this programme for Specialist community public health nursing (SCPHN) students. Assessment is the means by which learners are graded, failed or passed fit for practice (Quinn and Hughes 2007). Assessment in practice provides the grounding to ascertain if a learner is ready to move on or can demonstrate competence. This is needed in order to protect the public. Nursing and Midwifery Council (NMC) directs that SCPHN courses are balanced with 50% of learning in practice. Practice teachers are responsible for assessing students in public health practice. The portfolio is used to show evidence of achievement in practice. NMC (2008) advises portfolios are a method of evaluation suitable to collect information about a students competence to practice. Portfolios can demonstrate learning, by experience, reflection, personal and professional development and the students must cross reference all work to demonstrate achievement of NMC Standards of proficiency for SCPH nurses. Portfolio marking can be subjective and experience suggests students are not always clear what is n eeded to compile them. Calman et al (2002) suggested clinical assessment has relied on one practitioner observing and reporting on another which runs the risk of bias. As a student practice teacher the author has found this trying. There have been difficulties in achieving supervision due to a demanding caseload. A practice teacher mentor located at some distance has added to the challenge. The student and student practice teacher have benefited from time with university tutorial staff. In order to maintain good assessment processes careful allocation of mentors would be beneficial in future. Price (2007) and Gopee et al (2004) suggest that heavy workload of mentors and practice teachers may hinder learning; however teaching frameworks such as this one can help. Price (2007) suggests that knowing and being able to demonstrate knowledge are not enough to define fitness for practice. Practitioners should be assessed on consistency of accomplishments. Thus placements which take place o ver a long period are well set to meet those needs .The SCPHN student takes place over one academic year with a one to one practice teacher and student relationship. The author as a new practice teacher has found this very rewarding but also a fine balance between meeting the demands of student, clients and her own studies. Duffy (2004) in a report concerning mentors failing to fail students made recommendations. In order to identify any weaknesses in clinical practice mentors should work closely and habitually with students in order to make precise and honest assessments. As a trainee practice teacher the author has felt poorly prepared for assessment of students and though previous mentorship experience has proved useful it was very different. Closer work with a practice teacher mentor would be beneficial and the author has taken steps to address this. Peer support has proved invaluable and shared experience has been a reassuring factor. It is envisaged that the safeguarding induction programme will be part of portfolio evidence for student and practice teacher (appendix 3). It is the responsibility of the managers to evaluate which level of competency should be achieved. A problem based learning approach was considered to provide formative assessment. The NMC (2006) acknowledges that while the practice teacher will make summative assessments there is value in other mentors being involved in formative assessment. In practice other mentors have not been available due to staff sickness. Ousey (2003) found that problem based methods may promote learning as students felt involved and learn knowledge in context. Unfortunately the group identified to take part in this were not able to commit to regular meetings .Student anxiety about working with an unknown group was also a factor. The practice teacher was able to reassure the student that formative assessment was to provide the student with information about progress and tailor teaching to her needs (Quinn and Hughes 2007). Issues of equity and diversity were addressed as the course was tailored to meet an individuals needs. It seemed realistic to assume that the SCPHN student should achieve level 4 competencies, (can teach others) by the end of her course. When participating in an information evening and later first level interviews for potential CCPHN students the clear message was that the PCT intends that nurses with this level of qualification will be team leaders (Nottinghamshire Community Health 2008). Problem based learning can be a very supportive process and has the value of shared expertise (Price 1999). With future students and new starters better preparation should make this possible The safeguarding handbook does not make clear if there is a time limit set to achieve outcomes however they are based on recommendations from a national intercollegiate report (Royal College of Paediatrics and Child Health 2006). Competency based assessment such as these rely on the assessor having the skills and knowledge to effectively monitor learning. The competency framework in question was delegated to new practice teachers with little preparatory training and this has resulted in needing to seek guidance form safeguarding nurses. This could have been avoided with better preparation. Use of the safeguarding induction handbook has proved useful tool to direct specific learning. This however was fixed by the needs of the PCT in order to meet national safeguarding directives. Its content is clearly and carefully designed but like all competency based assessment it relies on the assessors objectivity. It is described as an induction framework which implies it is for new starters only. This is confused by guidance notes which imply it is to be used to maintain staff competence. There are no clear timescales for achievement, that and the level to be achieved relies on individual managers. This may cause problems with equity of competence. Evaluation suggests this is a work in progress .The author recommends that new practice teachers and managers should have further training and feed back should be given to the development group for the annual review.

Violence in The Crusades :: essays research papers

The Crusades were a bloody time period. They were a military campaign by the pope and the Roman Catholic Church to take back Jerusalem from the Muslims. They lasted from the 11th- 13th century. They were catastrophic and left Europe in ruins. Although the Crusades were such a violent period of time, they had a positive impact in history because of their role in the renaissance and exposing the Western world to the Eastern. The Crusades were an outlet for the intense religious tension between the Muslims and the church which rose up in the late 11th century. This all started because the church and the Catholics wanted the Holy Lands back from the Muslims. Around this time the church was the biggest institute and people were god-fearing. Pope Gregory VII wanted to control more lands and wanted to get back the lands that they had lost to the Muslims (Medieval Europe). So in order to get back these lands he launched The Crusades which he insisted to the peasants was a holy war instead. A major part of the fighters in the crusades were untrained and unqualified peasants who went out to get back the holy lands for the church from the ?evil Muslims? (Medieval Europe 164-167). This was called the Peasants Crusade. In order to get these peasants, who knew no better, to go and fight the church told them that if they were to go and fight these ?horrible Muslims? then they would automatically get admission into heaven. Of course this automatically appealed to the peasants being that they were so god-fearing. They thought that if they helped the church then they would go to heaven and so they jumped at such an opportunity to get a get-into-heaven-free card. These people in all their religious glory went in and attacked the city of Nicaea (TWW, 104), and got killed. The city of Nicaea was a well fortified city controlled by Seljuk Turks. The peasants went in and attacked and literally got slaughtered. Only 2000 peasants survived their hasty attack. Unfortunately mo st of the crusades went this way(TWW) The goal of the Crusades was to regain the Holy Lands in the name of the church and drive the Muslims out of Jerusalem. Violence in The Crusades :: essays research papers The Crusades were a bloody time period. They were a military campaign by the pope and the Roman Catholic Church to take back Jerusalem from the Muslims. They lasted from the 11th- 13th century. They were catastrophic and left Europe in ruins. Although the Crusades were such a violent period of time, they had a positive impact in history because of their role in the renaissance and exposing the Western world to the Eastern. The Crusades were an outlet for the intense religious tension between the Muslims and the church which rose up in the late 11th century. This all started because the church and the Catholics wanted the Holy Lands back from the Muslims. Around this time the church was the biggest institute and people were god-fearing. Pope Gregory VII wanted to control more lands and wanted to get back the lands that they had lost to the Muslims (Medieval Europe). So in order to get back these lands he launched The Crusades which he insisted to the peasants was a holy war instead. A major part of the fighters in the crusades were untrained and unqualified peasants who went out to get back the holy lands for the church from the ?evil Muslims? (Medieval Europe 164-167). This was called the Peasants Crusade. In order to get these peasants, who knew no better, to go and fight the church told them that if they were to go and fight these ?horrible Muslims? then they would automatically get admission into heaven. Of course this automatically appealed to the peasants being that they were so god-fearing. They thought that if they helped the church then they would go to heaven and so they jumped at such an opportunity to get a get-into-heaven-free card. These people in all their religious glory went in and attacked the city of Nicaea (TWW, 104), and got killed. The city of Nicaea was a well fortified city controlled by Seljuk Turks. The peasants went in and attacked and literally got slaughtered. Only 2000 peasants survived their hasty attack. Unfortunately mo st of the crusades went this way(TWW) The goal of the Crusades was to regain the Holy Lands in the name of the church and drive the Muslims out of Jerusalem.

Primary Sourse

Erin Gaudette AP Prep History Block 2 Primary Sources ‘Governor Berkeley Reports,’ American Spirit, pages 33-34 (#A2) LAST QUESTION & ANSWER ONLY (#23) ‘A Contract for Indentured Service,’ American Spirit, pages 62-63 (#A1) ‘A Servant Girl Pays the Wages of Sin,’ American Spirit, page 69 (#A4) In the late 1600s Virginia was governed by Sir William Berkeley. In 1671, London asked Berkeley a series of questions including a question about the teachings of Christianity.He responded by saying, â€Å"our ministers are well paid, and by my consent should be better if they would pray more often and preach less. † Governor Berkeley also believed that children ought to be taught religion by their parents. He said, â€Å"But, I thank God, there are neither free schools nor printing, and I hope we shall not have these hundred years. For learning has brought disobedience, and heresy. † I don’t agree with what Governor Berkeley believed. He contradicted his own beliefs. He talked about how he was against new ways of thinking or new ideas.He wanted everyone to believe in the Christian religion. If Berkeley wanted everyone to stay with traditional ideas, why would he have wanted individual families to teach religion? Wouldn’t it be less likely to create free thinkers if one minister taught the children the religion instead of individual families? Berkeley wants to prevent any form of heresy, yet he is provoking it. Indentured servants were often lower class people in England who would work for a number of years and would then be set free.In return for their work they would be given free passage to America by their owner. In 1635 a list of requirements were written for the servant and owner to follow. The form included orders for the owner to provide the servant with food, drink, clothing, shelter, free passage to the new world, and after their years of work are over to provide them with corn for a year and 0 ac res of land, In my opinion, I think this contract is pretty fair. The contract makes the indentured servants seem like employees for a job. The indentured servants aren’t being forced to work; they are making the ecision to. Also, in return for their work they’re being repaid by their owners. The contract seems to give both parties a reasonable payment which makes the contract fair. Although I agree with the methods and payments of indentured servants, I don’t agree with the punishments some servants received. I do think some of the servants behaviors should be looked down upon, but I also think the punishment they faced was a bit harsh. Charles City County Court in Virginia has a record that shows how harsh the punishments got.Elizabeth Hatcher owned servant Anne Parke. When Anne Parke had a child her years of work were doubled. Every indentured servant and their owner had a contract for the amount of years they worked. Therefore, when Anne Parke’s contr act was doubled, it was violating her rights. I personally think the system created for indentured servants was fair, but since the agreement was not always followed it wasn’t carried out equally. The system could have been successful if both the owners and servants had followed it properly.