Article and Game Essay Example for Free

Article and Game Essay Jenna Winckler had eight kills to pace Andes Central in its 3-1 victory over Bridgewater-Emery Monday night. The Eagles won by scores of 15-25, 25-7, 25-20, and 25-15. Amy Chykta had four service aces and 10 set assists, and Danielle Walder had 13 digs for Andes Central. Jessie VanLeur led the Huskies with five service aces, seven kills, and three blocks. Robbie Letcher had nine kills, and Kayla Olinger paced the defense with 16 digs. The Eagles are now 4-7 and host Scotland today. Bridgewater-Emery is 2-3 and hosts Freeman tonight in Emery. Andes Central’s junior varsity also won its match over the Huskies by scores of 25-17 and 15-15. You may want to use the above article as a guideline for future volleyball stories. Notice that the leading players’ kills, service aces, set assists, and blocks are mentioned. Since our paper comes out only once a month, we won’t worry about the next game or the record because these probably wouldn’t be accurate by the time people read the paper. Below are some action verbs that will make your sports headlines and articles livelier: SmashScoreShaveEarn TrounceFly byBattle withSqueak Past PulverizeSoar AboveSlide byBlast. TrampleSail PastSneak PastShatter Write 10 synonyms for the word beat that could be used in the following headline: Eagles Beat the Hawks. Write 3 better versions of the following sentence: Jenna had 11 rebounds, Chrissie had 9, and Casandra had 7. Strive for strong, vivid words and variety. * * * Write 3 better versions of the following sentence: Derrick had 22 points, Colter had 21 points, and Colten had 20 points. Strive for strong, vivid words and variety. * * * Write 3 better versions of the following sentence: The Eagles lost to the Hawks. (Feel free to change the subject order, if desired. Hopefully, we will never need to use one of these sentences, but if we do, we want to be as tactful as possible. ) * * * Number the typical order of how facts are written in a sports article. Which should come first, second, etc. (Hint: The date should never be first! ) _____ when _____ who_____ what _____ coach’s comments _____ where_____ how_____ why Sports Article Template http://www. weeklyreader. com/pdfs/sportsunit. pdf Before you can successfully write a sports article, you must be able to dissect one. Select a short article that interests you from the sports section of your local newspaper. Read it carefully and label it using the following categories. Label Definition/Example LEAD The lead of a sports article is creative and interesting. It grabs the reader’s attention by describing a scene, introducing a player, or using a quote. It should transport you to the game. Example: A heavy hush blanketed Fenway Park in Boston. The fans in the packed stadium stood silently, shoulder to shoulder under a charcoal-gray sky, as Manny Ramirez, the home run hitting Red Sox outfielder, stepped up to the plate. There were two outs and two men on base. The Sox were losing by one run. NUT The nut of a sports article is the paragraph that summarizes the main conflict and story. It is the place for vital information that doesn’t appear in the first paragraph—and if a reader wanted to stop reading at this point, they should walk away with all the necessary answers. Example: This was the last game of the 2003 American League Championship Series between the Boston Red Sox and their archrival, the New York Yankees. Not since 1918 had the Red Sox advanced to the World Series—and fans were watching with bated breath to see whether the curse would be broken. This was not to be. INFORMATIONThe body of a sports article sounds like a real news (Who, What, When,article. It includes complete information and details Where, Why, How)about a game, in logical order. Example: Who was the star player? How did the game end? What was the final play? The winning score? CONCLUSION The conclusion lets the reader know what will happen as a result of the events described. It does so in a creative and interesting way. Example: Everyone was surprised when the ball landed in Bernie Williams’s glove. A collective groan rose up from the Red Sox fans. Their team had lost. The Yankees had won again. How to Write a Game Story Writing Your Game Story http://www. joomple. com/how-to-write-high-school-game-story. htm The information presented here explains how to write a basic high school (or other) sports article. You can apply this information to writing game stories, articles, or other general news about your high school sports team. Last nights game, next weeks signings (athletes confirming their intentions to attend a certain college), upcoming rivalries, or other general, newsworthy pieces can be posted on Joomple. High school game stories are easy to write, once you get the hang of it. Basically, a high school sports game story has an opening and closing paragraph with the body of the story in between. Ill show you how to do this in a minute. But first . . . An important part of good journalism is to ensure there is no slant towards one team. In other words, if you are from one school which is playing another, try not to focus on your school as the best team. Be fair to each schools team. If your team pounds the rivalry, you can mention that. But, if your team is pounded by the rivalry, mention that. Just be fair and impartial. Dont use terms like we or they. Again, this indicates your ownership to one of the teams. we were down 14-0 is not a good statement. The Eagles were down 14-0 is the best method. Opening The opening paragraph should identify the who, what, when, where, and how of the event. Everyone knows the why each team wants to win! So, generally there is no why in high school (or other) sports articles. The opening paragraph should be no longer than a couple of sentences three at most. Preferably, one sentence will do the job. Along with the title, the initial paragraph will grab your readers attention, making them want to read more. It needs to include the town or city (in caps) and the date. (WE WON’T USE THEIR STYLE FOR THIS PART. ) Here is an example: AUTAUGAVILLE August 26, 2007: Junior RB Mike Smith rushed for 186 yards and scored three TDs to help Akron defeat Autaugaville 38-14 in tonights high school football season opener at James Memorial Stadium. You can see that I have the name of the town and date listed first in this format: AUTAUGAVILLE August 26, 2007: Next, I chose to identify one of the games star players, Smith, emphasizing his accomplishments. I also identified the two teams, final score, and name of the stadium. Notice that I also mentioned it was a football game. This is important for several reasons. Primarily, your readers may not realize you are referring to a football game. Obviously, you cant score TDs anywhere else! But, all of your articles should indicate the sport played during the opening paragraph. Your opening can start in myriad ways. Here is another example, focusing on the teams/mascots: AUTAUGAVILLE August 26, 2007: Akron piled up more than 600 yards in total offense and held Autaugaville to less than 50 as the Rams demolished the Eagles 38-0 in tonights football opener at James Memorial Stadium. Notice how I mentioned the names and mascots, though peppered throughout the sentence. Either of these two could work as an opening paragraph even if they are just one sentence long. Others will work well. It just takes practice. The important thing to remember is you need to immediately grab the readers attention. You can do that by identifying who played (Akron and Autaugaville), what they were playing (high school football) and what the outcome was (38-0), when it happened (August 26, 2007 and/or tonights), where it happened (James Memorial Stadium), and how (Akron piled up 600 yards). Body The body of your game story will outline important parts of the game, significant accomplishments of players (including more about the star player you mentioned in your opening), and other game specific information. Include scoring performances, plays, drives, stats, goals, shooting/hitting/batting/rushing percentages, and other game data. Also, dont hesitate to build the setting for the game. Include the number of fans in attendance, temperature, weather, etc. Here is an example: More than 5,000 Autaugaville fans welcomed the Rams to the historic 50th meeting between the two teams. With the temperature at a chilly 48 degrees at kickoff, the packed stadium came alive when the teams took the neatly manicured field. Akron opened the game with a 6-minute, 9-play, 68-yard drive resulting in a Rams touchdown. Taking the ball at the Akron 32-yard line, Rams senior QB William Braxter completed 5 of 5 passes, moving the ball to the Eagles 44. Then Smith pounded Autaugavilles defense on three runs, and the Rams were 1st and goal at the 8-yard line. Braxter then found junior WR Dale McDonald at the corner of the end zone for the score. Kicker Daniel Washburnes PAT put Akron up 7-0. Forcing the Eagles to punt late in the first quarter, Akrons Smith broke free for an 81-yard TD run on the Rams second play from scrimmage. Washburnes kick was good, making it a 14-0 ball game. Autaugaville scored late in the half when junior DE Billy Stewart sacked Akrons Braxter, forcing a fumble. Team mate senior Safety Matt Wilson snatched the loose ball and returned it for 56 yards and the score. Senior kicker Dallas Petrowskis kick split the uprights to bring the Eagles within 7. Akrons Smith rushed for 144 yards on 8 carries during the first half, while team mate QB Braxter was near perfect completing 12 of 13 pass for 345 yards. The Eagles were held to just 15 yards rushing and 27 yards passing in the first half. We quickly discovered their secondary was easy to penetrate, said Akrons Braxter after the game. I kept finding my receivers open and of course, took advantage of that. Akron scored on three times during the third quarter, including two coming from the defense. Junior LB Michael Devree intercepted an Eagles pass at the Rams 12-yard line, returning it 88 yards for a touchdown early in the quarter, while team mate senior DE Jake Alexander returned a kick 90 yards for the score. Up 28-7, Akrons Braxter needed just two plays to capitalize on another Autaugaville three and out. After completing a 76-yard pass to Smith, Braxter threaded one to WR Tim BeQuilliard in the end zone as time expired on the third-quarter clock. Washburne drilled the PAT and the Rams were now ahead by 4 scores. You can continue the game, covering each score and mentioning important plays. There are several key features of a good sports article: Stats. When you are finished with the body of your article, go back and pepper as many stats as possible throughout your article. Youll likely have total yards for quarterbacks, running backs, and wide receivers. In baseball and softball, youll want to include the top two or three batters and their runs, hits, etc. , as well as pitching strikeouts, ERAs, etc. In volleyball, you want kills. In soccer, you clearly will need goals scored. In basketball, youll want field goals for the top few players. These are just a few of the types of stats you should be looking for while at the game. Like I said, you can get a lot of these from the press box. And, if you are in or near the press box, your job will be that much easier. You may also be able to get this information from interested fans (moms and dads sometimes keep stats at baseball games, for example). Better yet, you should try to keep track of it yourself, where possible. In football, writing down play-by-play accounts of the game will give you everything you need in regards to stats. But, you have to make sure you have rosters for each team. This will permit you to use a term like A-13 for Akrons QB Braxter, instead of having to write his name each time. Plays. Every scoring drive should be covered. If you are writing a basketball, volleyball, or other back and forth sport, this may not be possible. But, try to mention important parts of the game. Abbreviate where appropriate. Use TD when including stats in your sentence. Use touchdown when discussing general scoring information. Use DE, TB, QB, etc. instead of defensive end, tailback, quarter back, etc. Watch for redundancy. Use this: The Rams did this . . . putting Akron up 38-14, instead of: The Rams did this . . . putting the Rams up . . . Also, once you describe the players class, position and name (senior QB William Braxter, for example), dont use this whole description again. Instead, use his last name (Braxter), or his team and name (Akrons Braxter). When finished writing, you should check your article for this specific redundancy. Notice how in the first paragraph of the body (above) I used the name Smith instead of Junior RB Mike Smith (which is part of one of the opening paragraphs I may use). If I were to use an opening paragraph like the second example above, where Smith is not even mentioned, then I would want to include his full description (team, class, position, and name) in the first paragraph of the body text. Pepper quotes from your post-game interviews throughout the game story dont just put them all at the end of the articles body. For example, the following quote from an interview with the Akron quarterback was placed just after a mention of his first-half stats: We quickly discovered their secondary was easy to penetrate, said Akrons QB Braxter after the game. I kept finding my receivers open and of course, took advantage of that. This quote compliments Braxters stats and helps break up the monotony of the article. Use proper quote etiquette. Notice how I placed the quote symbols () around the opening statement by Braxter above? The comma separating the opening statement from: said Akrons QB Braxter after the game.is always placed inside the quote ( penetrate,). Then, use quotations around the second part of the quote: I kept finding advantage of that. Breaking up a quote in this manner makes for good reading, as opposed to writing down everything the person said and then ending it with: advantage of that, said Braxter after the game. or beginning it with: Braxter said after the game, We quickly discovered their secondary was easy to penetrate. I kept finding my receivers open and of course, took advantage of that. So I always looked for the middle of the field on passing plays that were covered well. It worked for us in the first half, so I kept targeting the secondary during the second half. All in all, it was a successful strategy for us . . . The above quote is too long and somewhat gloating. Break it up with leading text such as said Akrons QB Braxter after the game. Clean up quotes. If a 10-grade defensive end uses poor judgment in the words he chooses, you may not want to include that part of the quote. And, dont hesitate to use filler text where you know it is appropriate. For example, if someone states: we knew we had it after thatthen readers may not know what that person is saying. You would emplace something like this in your quote: we knew we had it (won the game) after that Additional items you can include in your game stories: Complete stats. Provide a list of known stats at the end of your article. If you have your digital camera, just take a snap shot of the stat sheets for both teams. At football games, there will most likely be someone from each team in the press box, calculating their stats. Ask them if you can make a quick photo of them when they are finished. Or, write them down. Game Summary. Youve seen these. They are basically outlines of the games scores. For example: FIRST QUARTER 2:08 Rams Braxter 8-yard pass to McDonald. Washburne PAT 0:01 Rams Smith 81-yard run. Washburne PAT Etc . . . . . . . . Photographs. Usually, one of your best shots goes at the top of the article. You can put additional photos throughout the article. You can also post photographs in the Joomple gallery. Video. If you want to upload a video clip (or several clips), that is possible as well. Closing The closing paragraph should include each teams records (overall and conference/league), and who they will play next. Heres an example: Akron (1-0/0-0) travels to Montgomery to face the Knights next Friday, while the Eagles (0-1/0-0) will host Hoover at James Memorial Stadium. The bracket (0-1/0-0) represents the teams overall record and conference/league record. You can add additional comments about each of the teams Akron and Autaugaville will play if you have that information. Also, do hesitate to mention if either of the games will be played on a special night (such as homecoming). This helps draw out the fans, which improve ticket sales for the school as well as increase support for the teams. If either of the teams are ranked in the state polls, or are leading their particular conference or league, mention that in your article. If it is a county or cross-county rivalry game, indicate this as well. Perhaps this is a unique meeting between the two teams (such as the first, 50, or 100th time the teams have played each other), you should talk about that. Discuss their records vs. each other (i. e. Akron is 43-7 versus the Eagles . . . or Autaugaville has won the last 12 meetings . . . ) Opinionated information can also go in the closing. In other words, if you want to mention your views for how the conference or league is shaping up, do so. If you want to talk about a particular players stats, go ahead. Talk about each teams performances. Discuss strategies for upcoming games. You can write about anything you want here so long as it relates to the game, teams, etc. Choosing a Title Now that you have finished your game story, you will want to assign a title. A title should include a quick statement about the game. It should be no more than 5 or 6 words and contain eye-catching information. Heres one: RAMS WIN! Its simple and easy to read. Of course, it doesnt explain who the team beat. This type of title should be reserved for games where everyone knows what you are talking about. For example, if it is a major game such as a conference or state championship, this will work. But, if it is a regular season game, use something like this: AKRON POUNDS EAGLES This indicates Akron defeated Autaugaville (most, but not all, of your fans will know the Eagles are the Autaugaville Eagles). Something like this is clearer: AKRON POUNDS AUTAUGAVILLE However, it does little to indicate which sports you are talking about. If you want to make it even clearer, use: AKRON POUNDS AUTAUGAVILLE 38-14 The score helps readers understand immediately that you are talking about football. Fans know that it is football season, and tennis or soccer scores dont relate. Notice how I used the term pounds. Think about this. In the wild, a ram may pound his head against another ram. Using complimenting verbs is better than the boring terms defeated or beat or won or lost. Since the Rams did defeat Autaugaville Eagles, you could also compliment your verb towards the Autaugaville team. Such as: AKRON GROUNDS AUTAUGAVILLE Its a bird we are talking about here, so the verb grounds works well. Here are several others: LIONS MAUL . . . GIANTS STOMP . . . ROCKETS DESTROY . . . JETS DESTROY . . . TROJANS OVERWHELM . . . Or: ROCKETS SHOOT DOWN JETS . . . MOUNTAINEERS DESADDLE WARRIORS . . . LIONS SILENCED BY INDIANS . . . The idea is to try to come up with a title that is clear, concise, and exciting. Look to imitate common phrases from T. V. Commercials or local or national idioms (sayings). You can even use something from Hollywood Movies . . . just use your imagination. Otherwise, just post the teams and results . . . like Patriots Defeat Lions 45-13. A subtitle could be used if you prefer. Usually, a players or teams stats or game accomplishments go here. For example: AKRON DOWNS EAGLES IN SEASON OPENER (Title) Rams Collect 600 Yards Total Offense (Sub-title) You can also use milestones (important achievements) of teams and/or players: BEARCATS MAUL PATRIOTS IN BIG WIN (Title) QB Braxter Surpasses 8,000 Yards (Sub-title) When you put all this together, you get something like this: AKRON DOWNS EAGLES IN SEASON OPENER. Rams Collect 600 Yards Total Offense Photo: Akrons Smith breaks through for a 45-yard run in the third. Photo by Phil Smith AUTAUGAVILLE August 26, 2007: Junior RB Mike Smith rushed for 186 yards and scored three TDs to help Akron defeat Autaugaville 38-14 in tonights high school football season opener at James Memorial Stadium. More than 5,000 Autaugaville fans welcomed the Rams to the historic 50th meeting between the two teams. With the temperature at a chilly 48 degrees at kickoff, the packed stadium came alive when the teams took the neatly manicured field. Akron opened the game with a 6-minute, 9-play, 68-yard drive resulting in a Rams touchdown. Taking the ball at the Akron 32-yard line, Rams senior QB William Braxter completed 5 of 5 passes, moving the ball to the Eagles 44. Then Smith pounded Autaugavilles defense on three runs, and the Rams were 1st and goal at the 8-yard line. Braxter then found junior WR Dale McDonald at the corner of the end zone for the score. Kicker Daniel Washburnes PAT put Akron up 7-0. Forcing the Eagles to punt late in the first quarter, Akrons Smith broke free for an 81-yard TD run on the Rams second play from scrimmage. Washburnes kick was good, making it a 14-0 ball game. Autaugaville scored late in the half when junior DE Billy Stewart sacked Akrons Braxter, forcing a fumble. Team mate senior Safety Matt Wilson snatched the loose ball and returned it for 56 yards and the score. Senior kicker Dallas Petrowskis kick split the uprights to bring the Eagles within 7. Akrons Smith rushed for 144 yards on 8 carries during the first half, while team mate QB Braxter was near perfect completing 12 of 13 pass for 345 yards. The Eagles were held to just 15 yards rushing and 27 yards passing in the first half. We quickly discovered their secondary was easy to penetrate, said Akrons Braxter after the game. I kept finding my receivers open and of course, took advantage of that. Akron scored on three times during the third quarter, including two coming from the defense. Junior LB Michael Devree intercepted an Eagles pass at the Rams 12-yard line, returning it 88 yards for a touchdown early in the quarter, while team mate senior DE Jake Alexander returned a punt 90 yards for the score. Up 28-7, Akrons Braxter needed just two plays to capitalize on another Autaugaville three and out. After completing a 76-yard pass to Smith, Braxter threaded one to WR Tim BeQuilliard in the end zone as time expired on the third-quarter clock. Washburne drilled the PAT and the Rams were now ahead by 4 scores. The eagles scored their final TD late in the game when senior QB Danny Jacobs connected with Wilson from 16 yards out. Akron responded with a 65-yard drive resulting in a Washburne 35-yard field goal. Final score was 38-14, Akron. Akron (1-0/0-0) travels to Montgomery to face the Knights next Friday, while the Eagles (0-1/0-0) will host Hoover at James Memorial Stadium. SCORING SUMMARY. FIRST QUARTER 2:08 Rams Braxter 8-yard pass to McDonald. Washburne PAT 0:01 Rams Smith 81-yard run. Washburne PAT SECOND QUARTER 4:22 Eagles Wilson 56-yard fumble return. Petrowski PAT THIRD QUARTER 6:56 Rams Devree 88-yard interception return. Washburne PAT 5:14 Rams Alexander 90-yard punt return. Washburne PAT 0:01 Rams Braxter 8-yard pass to Bequilliard. Washburne PAT FOURTH QUARTER 3:56 Eagles Jacobs 16-yard pass to Wilson. Petrowski PAT 1:15 Rams Washburne 35-yard field goal Mind you, this is just an example and doesnt include every option you have at your disposal. Use your discretion. |News writing – how to write a sports report in 4 steps | |http://www. amazines. com/article_detail. cfm/232021? articleid=232021title=news%2Cwriting%2Chow%2Cto%2Cwrite%2Clike%2Ca%2Cjournalist%2Csports%2Cwriting | |by Nazvi Careem | |News writing style is just as important for sports reporting as it is for general news, business stories or any other journalistic work. | |The advantage of sports writing is that you are allowed a little it more leeway in your choice of words. In crime or business writing, you are restricted in your use of adjectives and adverbs and are encouraged to focus more on nouns and verbs. | |Sports writing, however, allows you to go to town in describing plays, the atmosphere, fans and other colorful aspects of a sporting event. | |For this article, we will go through, step by step, how to write a straightforward sports report using quotes. | |Ideally, any sports story would have quotes from the winners and losers. Indeed, many sports articles are written around what athletes say rather than what they have achieved on the field of play. | |However, you also have sports articles written without quotes. When rookies learn how to write like a journalist, especially in sport, they are likely to come across the structure that we will show you here. | |We will adapt the NBA game between Boston Celtics and Cleveland Cavaliers on April 1 as our example article. | |1. Intro – the most important news aspect of a sports game is the score. Who won? How did they win and what effect did the victory have? Also important is whether we are writing from a Boston perspective or Cleveland. In this case, we will go with | |Cleveland. | |â€Å"Cleveland Cavaliers lost 98-96 to the Boston Celtics after Delonte West’s sank two free throws in the final seconds, dropping three and a half games behind the Pistons for the best record in the Eastern Conference. † | | 2. More info – The above is enough for those who have a passing interest in the sport. However, NBA fans would want more information and you could give it to them in one or two paragraphs. | |â€Å"The Cavaliers were without star player LeBron James, suffering from a knee injury, while the Celtics were minus Paul Pierce. Gerald Green led the way for Celtics with 25 points while Kendrick Perkins had 12 points and nine rebounds. | |The Cavaliers, for whom Larry Hughes scored 24 with Sasha Pavlovic scoring 17, have already qualified for the play-offs while Boston are out of the running. † | | 3. Quote – This is where you can provide a quote from the coach or a key player from both teams. You can precede each saying with a lead-in paragraph or go straight into the quote. | |â€Å"Celtic forward Al Jefferson, said: ‘They were missing their best player and we were missing our best play. We just stuck in there. ’ | |Cavs coach Mike Brown said James’ absence was a key factor in their loss. | |‘We miss LeBron. We miss LeBron every time he doesnt play. Hes our guy,’ said Brown. † | |4. The rest – Once you got the main information and key quotes out of the way, you can go on to describe the game. Even better would be to describe just one or two plays and include more quotes. | |The thinking behind sports articles is that people would have watched the game on TV anyway and would not want boring game description. Therefore, quotes from the people who matter, such as athletes and coaches, would offer better reading value. | |There are many types of sports news writing that is offered around the world everyday. We have merely showed you its simplest form. Certainly, it is a rewarding form of news writing for journalists who love their sport. And the structure they use | |allow them to adapt their skills to any type of journalism writing. | |Nazvi Careem is an experienced journalist, writer and writing coach who has written for newspapers, magazines and global news agencies such as Reuters, Associated Press and Agence France-Presse. To download a free chapter of his book on news writing | |secrets, check out his website dedicated to the art of news writing. | |View more articles from Nazvi Careem | | | |This article is provided by Amazines. com The ULTIMATE Article Database |. How To Write a Sports Article http://www. howtodothings. com/node/3374/print By Beth Danesco February 24, 2007 EMAIL ARTICLE PRINT ARTICLE Before the age of ESPN, the Internet, and instant replay, it was the reporter in the stands writing up the game for the local paper, and, okay, also the guy covering it live on radio, who made fans feel like they were right there, cheering on their favorite team, game after game. If youre interested in writing a sports article, you will utilize general journalism tricks of the trade and also some specific sportswriting techniques. 1. Have a strong lead. Like any article, you want to start your sports article out with a strong lead, one that encapsulates the available information on who, what, where, when, why and how. Look at sports articles in almost any paper to see how they introduce the game or event they are covering with their lead paragraph. They get the readers attention with a strong but concise summary of the story to follow. Also, note that a lead always places emphasis on an important or interesting aspect of the story. For instance, a specific Boston Celtics loss may, in itself, not be as significant or interesting as the fact it is the fifteenth loss the team experienced in a row. The article would tell the story of the game, but the lead would introduce the game with the most important or interesting fact about it, that its continuing a horrible streak, and would expand on that fact in the article. 2. Write clearly and concisely. If youve ever read Sports Illustrated, you know that some sports articles can be what you might call literary non-fiction: lengthy, poetic, filled with metaphor and digressions into back story. If your particular assignment requires that kind of writing, go for it. But if you read the daily sports section of your city paper, you will also notice that most sports articles reporting on the sporting events of the past day are concisely written. Yes, sports articles include context and metaphor and technical sports terms, but theyre also to-the-point and generally stick to basic vocabulary. 3. Know the context. Like any news article, a sports article will require you to have a basic working knowledge of the universe on which youre reporting. This may mean not only knowing all about the current players, coaches and standings but knowing some history, as well. This may be common knowledge to you, but if not, you may need to do some research. You will also need to know about the sport itself including rules, history, league standings, current controversies and other information. You may already know much of this if youre a sports enthusiastbut be aware that a journalist may need more in-depth knowledge than a casual fan.

Multiple Births :: essays research papers

Multiple Births Multiple births are rare in humans with twins as being the most common form of this event. Multiple births can arise in many different combinations of ways but the probability of giving birth to more than one child remains fairly constant when compared to the entire human race. The chances of multiple births can also vary from race and genetic background. Scientist and researchers do not know what the exact cause of these variations is but many of them feel that it is caused by hormone differences between different racial groups and/or the difference in social class.   Ã‚  Ã‚  Ã‚  Ã‚  The prenatal and infant mortality is much higher in multiple pregnancies than in pregnancies that only involves one child. The danger of premature birth also increased with the higher number of offspring that are involved. In many multiple births, not all of the children survived to childhood or were born dead. Through the advances in technology, the survival rate of infants born in a multiple pregnancy has increased. The first quintuplets, five babies born in a single pregnancy, to survive in medical history were the Dionne quintuplets.   Ã‚  Ã‚  Ã‚  Ã‚  The use of drugs that treat female sterility, or fertility drugs, may increase the chances of giving birth to multiple children. These drugs cause the ovaries to release an egg once a month but in some cases they release more than one egg, sometimes releasing several at a time, increasing the chances of a multiple birth. The drug clomiphene citrate is one of the most widely taken fertility drug and has resulted in the birth of twins about once in every twelve births, much greater than the chances of the birth of natural twins.   Ã‚  Ã‚  Ã‚  Ã‚  Twins are the most common form of a multiple pregnancy. About one in eighty-seven births result in the birth of twins. Twins can be fraternal, also known as dizygotic twins, or identical, also called monozygotic twins, with the birth of identical twins being the rarest, occurring about four times in every thousand births, about one-forth as often as the birth of fraternal twins. This ratio of the birth of twins to the total number of births remains fairly constant but the birth of fraternal twins can alter greatly. Fraternal twins are most common among black African followed by people of European origin. Asian races originating from the orient are the least likely to give birth to fraternal twins.   Ã‚  Ã‚  Ã‚  Ã‚  The birth of twins can occur in two different ways, the fertilization of a single egg or the fertilization of two eggs. In the case of dizygotic twins, the woman's ovaries release two eggs about the same time instead of one, with

Imat

THE ITALIAN UNIVERSITIES’ INTERNATIONAL MEDICAL ADMISSIONS TEST (IMAT) TEST SPECIFICATION In partnership with Ministero dell'Istruzione, dell'Universita e della Ricerca (MIUR) February 2013 Test Specification Test Format The IMAT will have the same structure as the existing Italian test. Candidates are allowed a total of 90 minutes to complete the test. Section 1 General Knowledge and Logical Reasoning (Critical Thinking and Problem Solving) 30 multiple-choice questions. Sections 2, 3 and 4Science-based sections, covering: Biology; Chemistry; Physics & Mathematics. 30 multiple-choice questions. All questions have five options, of which one is correct. Candidates record their answers on a separate answer sheet. Candidates can also indicate if they have opted not to answer a question. Candidates are allowed 90 minutes to complete the test. Scoring A candidate’s total score is calculated using the following formula: 1. 5 points for each correct answer; -0. 4 points for eac h wrong answer; 0 points for each question not answered.An overall total score will be reported, together with a score on each section. Level of Difficulty The level of difficulty of the test items will be targeted to discriminate effectively between applicants, including those who may have achieved the highest possible grades in school examinations. Section 1: General Knowledge and Logical Reasoning (Critical Thinking and Problem Solving) Section 1 will assess general knowledge and the logical reasoning skills that students must possess if they are to succeed in a course of study at the highest level.Such skills are basic to any academic studies, which often require students to solve novel problems, or consider arguments put forward to justify a conclusion, or to promote or defend a particular point of view. General Knowledge General Knowledge questions may address a range of cultural topics, including aspects of literary, historical, philosophical, social and political culture. 1 The World Heritage Convention, adopted by UNESCO in 1972, aims to identify and maintain a list of sites that may be considered: A of exceptional cultural or natural importance B of outstanding economic value C to be characterized by a lasting peaceD to be conventionally suitable for human settlement E to have exploitable energy resources Critical Thinking Critical Thinking involves reasoning using everyday written language. Questions focus on the skills involved in understanding and evaluating arguments. These include: drawing and summarising conclusions, identifying assumptions and reasoning errors, and assessing the impact of additional evidence. Summarising the Main Conclusion 2 There has been a decline in the rate of many of the illnesses of old age. The causes of this decline include such medical advances as new drugs and surgical techniques.There is, however, another factor. The present generation of 60- and 70-year-olds had much better nutrition as children than did their par ents. Good nutrition in childhood is important for good health in adulthood. Since improvements in nutrition have continued over the past sixty years, we can expect that many of the illnesses of old age will continue to decline. W hich one of the following best expresses the main conclusion of the above argument? A W e can expect that improvements in nutrition will continue. B The rate of many of the illnesses of old age has declined.C Medical advances have significantly reduced the rate of diseases of old age. D The fall in the rate of many of the illnesses associated with old age will continue. E Improvements in nutrition have been very important in maintaining good health in old age. In this type of question you have to judge which one of the statements A to E best expresses the main conclusion of the argument. The conclusion can appear anywhere within an argument – not necessarily at the end. What you are looking for is the statement which follows from, or is supported by the rest of the passage. Drawing a Conclusion The demand for blood donors is increasing all over the world. In Western countries, in particular, demand has been rising so rapidly that shortages have begun to appear. In all such countries, demand is growing much faster than rates of growth in populatio ns aged 1865, and it is this group who are the major blood donors. And, despite a massive research effort to find alternatives, it remains true that in medicine there is no substitute for human blood. W hich one of the following conclusions can be drawn from the passage? A As the demand for blood has increased, so has the supply fallen.B The rate of growth of the blood-donor population has been slowing recently. C The increase in the rate of demand for blood is mainly due to population growth. D If more blood donors could be found, there would be no need to find a substitute for human blood. E The problem of the increase in demand for blood shows no sign of disappearing. In this type of question you are asked which conclusion follows from the information given. You need to consider each of the statements A to E, and to think about whether the information in the passage gives you good reasons to accept the statement. Identifying an Assumption 4Success in modern America is very much measured by the quantity of material possessions one has. A lack of material possessions means one is judged to be unsuccessful. Those people with few material possessions therefore must feel a strong sense of failure. W hich one of the following is an underlying assumption of the above argument? A Most modern Americans are successful. B Success can be precisely measured. C Over-emphasis on material possessions creates social problems. D Excessive desire for material possessions is psychologically damaging. E People in America with few material possessions want to be seen as successful.An assumption is something which is not stated in the argument, but which is taken for granted in ord er to draw the conclusion. So you need first to identify the conclusion of the argument. Then look for the reasoning it gives to support this conclusion, and think about any important point which is not actually stated in the reasoning. Assessing the Impact of Additional Evidence 5 Zoos are entirely unsuitable places for animals. People visit zoos to learn about animal behaviour but the animals they see are likely to be behaving in abnormal and neurotic ways because of the cramped and unnatural conditions n which they are kept. Zoos should be closed and the money saved should be used for the protection of natural habitats. W hich of the following, if true, would most weaken the above argument? A Humans living in cramped conditions can also become neurotic. B Schoolchildren can learn a great deal about animals from visiting zoos. C Many of the animals at present in zoos would not be capable of living in the wild. D The protection of natural habitats is very costly. E Zoos enable enda ngered species to s urvive by breeding them in captivity and then reintroducing them to the wild.This type of question will typically ask you to consider what would weaken or strengthen an argument. You need first to be clear about what the argument is trying to establish. Work out what the conclusion is, and then consider what effect each of the possible answers would have on the conclusion. Detecting Reasoning Errors 6 In order to succeed in academic examinations it is necessary to study. Therefore, if a student works hard in a particular subject, he or she shoul d do well when it comes to the examination. W hich of the following best describes the flaw in the argument? A It assumes that it is necessary to study in order to succeed.B It overestimates the value of studying in preparation for examinations. C It ignores the fact that some subjects are more academic than others. D It assumes that studying hard is a sufficient condition for academic success. E It ignores the fact that some students do not need to study very much in order to succeed. This type of question asks you to identify the flaw in the argument, which means that you must explain why the conclusion does not follow from the reasons which are given. So you need to be clear about what the conclusion is, and what reasons are meant to support it. Problem SolvingProblem Solving involves reasoning using numerical and spatial skills. Questions are of three kinds, each assessing a key aspect of insight into unfamiliar problems. The three kinds are Relevant Selection, Finding Procedures, and Identifying Similarity. Although most questions fall into one category some questions fit into more than one of the categories. Relevant Selection 7 The following table gives figures for the percentage growth per year of labour productivity per person per year in various countries during three periods. Period 1 Period 2 Period 3 Japan 8. 5 3. 0 3. 2 France 5. 4 3. 0 2. 6 United Kingdom 3. 6 . 5 2. 4 Belgium 3. 3 2. 8 2. 3 Sweden 4. 1 1. 5 1. 8 Denmark 4. 3 2. 6 1. 7 Italy 6. 3 3. 0 1. 6 Netherlands 4. 8 2. 7 1. 6 Germany 4. 5 3. 1 1. 6 United States 2. 2 0. 0 0. 8 W hich country's percentage growth per year remained consistently greater than half of its Period 1 level in the following periods? A Belgium B Denmark C France D Germany E United Kingdom Very often a real world problem will be overloaded with information, much of which is unimportant. This kind of question demands Relevant Selection, in which the task is to select only that information which is necessary and helpful in finding a solution.Finding Procedures 8 A child's bus fare is cheaper than the adult fare but is more than half the adult fare. The total cost of a single journey for an adult and two children is â‚ ¬1. 20. Adult fares are all multiples of 10 cents. W hat is the adult fare? A 30 cents B 40 cents C 50 cents D 60 cents E 70 cents Sometimes you will find that even if you have selected all the relevant information, no solution presents itself. For this type of question, you have to find a method or procedure which you can use to generate a solution. Identifying Similarity 9In this type of question you will be presented with information and asked to identify the same information presented in a different way, or a situation in which different information has a similar structure. Section 2: Biology The chemistry of living things The bio-elements. The biological importance of weak interactions. Properties of water. Organic molecules in living organisms and their respective functions. The role of enzymes. The cell as the basis of life Cellular theory. Cell size. Prokaryotic and eukaryotic cells. The cell membrane and its functions. Cellular structures and their specific functions.Cell reproduction: mitosis and meiosis. Chromosomes. Animal tissues. Bioenergetics The energy currency of cells: ATP. Transporters of energy: NAD, FAD. Oxidationreduction reactions in living things. Photosynthesis. Glycolysi s. Aerobic respiration. Fermentation. Reproduction and Inheritance Life cycles. Sexual and asexual reproduction. Mendelian genetics. Basic laws and applications. Classical genetics: chromosome theory of inheritance; sex chromosomes, chromosome maps. Molecular genetics: DNA and genes, genetic code and its translation, protein synthesis. DNA of prokaryotes.The chromosome of eukaryotes. Regulation of gene expression. Human genetics: transmission of mono and multi-factorial features, hereditary diseases. New frontiers of genetics: recombinant DNA and its potential bio-technological applications. Inheritance and environment Mutations. Natural and artificial selection. Evolutionary theories. The genetic basis of evolution. Anatomy and Physiology of animals and humans Anatomy of the major organs and their functions and interactions. Homeostasis. Hormonal regulation. Nerve impulse. Transmission and processing of information.The immune response. Section 3: Chemistry The constitution of matte r States of matter; heterogeneous and homogeneous systems; compounds and elements. The structure of the atom Elementary particles, atomic number and mass number, isotopes, electronic structure of atoms of the elements. The periodic table of elements Groups and periods, transition elements, periodic properties of elements: atomic radius, ionization potential, electron affinity, metals and non-metals; relations between electronic structure, position in the periodic table and properties. The chemical bondIonic bond, covalent bond, bond polarity, electronegativity. Fundamentals of inorganic chemistry Nomenclature and main properties of inorganic compounds: oxides, hydroxides, acids, salts; position in the periodic table. Chemical reactions and stoichiometry Atomic and molecular weight, Avogadro constant, concept of the mole, conversion from grams to moles and vice versa, elementary stoichiometric calculations, balancing simple reactions, various types of chemical reactions. Solutions So lvent properties of water, solubility, the main ways of expressing the concentration of solutions.Oxidation and reduction Oxidation number, the concepts of oxidising and reducing agents. Acids and bases Concepts of acids and bases, acidity, neutrality and basicity of aqueous solutions, pH. Fundamentals of organic chemistry Bonds between carbon atoms; molecular, structural and displayed formulae; concept of isomers; aliphatic, alicyclic and aromatic hydrocarbons; functional groups: alcohols, ethers, amines, aldehydes, ketones, carboxylic acids, esters, amides. Section 4: Physics & Mathematics Physics MeasuresDirect and indirect measures, fundamental and derived quantities, physical dimensions of quantities, knowledge of the metric system and the CGS System of Units, Technical (or practical) (ST) and the International System (SI) of Units (names and relationships between fundamental and derived units), and multiples and submultiples (names and values). Kinematics Kinematic quantities, various types of motion with particular regard to uniform and uniformly accelerating rectilinear motion, uniform circular motion, harmonic motion (for all motion: definition and relationships between measures).Dynamics Vectors and operations on vectors. Forces, moments of forces about a point. Vector composition of forces. Definitions of mass and weight. Acceleration due to gravity. Density and specific gravity. Law of universal gravitation, 1st, 2nd and 3rd laws of motion. Work, kinetic energy, potential energy. Principle of conservation of energy. Fluid mechanics Pressure, and its units of measurement (not only in the SI system). Archimedes' principle. Pascal's principle. Stevino's law. Thermodynamics Thermometry and calorimetry. Specific heat, heat capacity.Mechanisms of heat propagation. Changes of state and latent heat. Ideal Gas Laws. First and second laws of thermodynamics. Electrostatics and electrodynamics Coulomb's law. Field and electric potential. Dielectric constant. C apacitors. Capacitors in series and in parallel. Direct current. Ohm's law. Electrical resistance and resistivity, electrical resistors in series and in parallel. Work, Power, Joule effect. Generators. Electromagnetic induction and alternating currents. Effects of electrical currents (thermal, chemical and magnetic). Mathematics Algebra and numerical setsNatural numbers, integers, rational and real numbers. Sorting and comparison, scales and scientific notation. Operations and their properties. Proportions and percentages. Powers with whole and rational exponents and their properties. Roots and their properties. Logarithms (base 10 and base e) and their properties. Elements of combinatorics. Algebraic and polynomial expressions. Special products th of binomials, n power of a binomial, factorisation of polynomials. Algebraic fractions. Algebraic equations and inequalities of the first and second order. Systems of equations. FunctionsBasic concepts of functions and their graphical rep resentations (domain, codomain, sign, maxima and minima, increasing and decreasing, etc. ). Elementary functions: whole and fractional algebraic functions, exponential, logarithmic and trigonometric functions. Composite functions and inverse functions. Trigonometric equations and inequalities. Geometry Polygons and their properties. Circle and circumference. Measurement of length, area and volume. Isometries, similarities and equivalences in the plane. Geometric loci. Measure angles in degrees and radians. Sine, cosine, tangent of an angle and their significant values.Trigonometric formulas. Solving triangles. Cartesian reference system in a plane. Distance between two points and the midpoint of a segment. Equation of a line. Concepts of parallel and perpendicular. Distance of a point from a straight line. Equation of the circle, the parabola, hyperbola, ellipse and their representation in the Cartesian plane. Pythagorean theorem. Probability and Statistics Frequency distributions a nd their graphic representations. Concepts of random experiments and of events. Probability and frequency. Specimen Biology, Chemistry, Physics and MathematicsQuestions 10 The diagram below shows a family tree of a condition known as nail patella syndrome (NPS). 1 3 4 2 5 7 6 8 9 Key female without NPS male without NPS female with NPS male with NPS W hich of the following pairs of individuals must be heterozygous for NPS? A 1 and 5 B 2 and 6 C 3 and 7 D 4 and 8 E 5 and 9 11 An oxide of iron has the formula Fe3O4 and contains both Fe 2+ and Fe W hich one of the following is the fraction of iron ions that are in the Fe 3+ 2+ ions. state? 1 /4 A 1 /3 B 1 /2 C 2 /3 D 3 /4 E 12 Below are four statements about thermal (heat) energy. 1A substance can lose heat energy without its temperature falling. 2 Heat energy can pass through a vacuum. 3 Steam at 100 C has more heat energy than the same mass of boiling water o at 100 C W hen a container of water is cooled near the top, a convection cur rent is set up in the water. 4 o W hich statements are true? A 1, 2 and 3 B 2, 3 and 4 C 1, 2 and 4 D 1, 3 and 4 E all of the statements 13 The longest side of a right angled triangle is 6 One of the shorter sides is 3+2v5 units. W hat is the length of the third side? A B 2v3 70+24 5 C 12 D 3 ? v5 E 14 +7. 5v5 v5 units.

Traditional Model Of Primary Health Care Essay - 1541 Words

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