The Importance Of A Good Writing Skills - 806 Words

Many customers associate their experience with the customer service they receive at any place of business. The ability to communicate both orally and in writing are essential job skills needed to perform a job task thoroughly and efficiently, while still maintaining the satisfaction of the clients as well as the organization. Oral communication is very important for an employee to possess because it allows the staff to interact more effectively, helps an individual give instructions and explanations clearly and accurately, and allows the individual to participate and engage in discussion among the staff and within the organization. Without good oral communication skills, the level of customer service may be hindered and the organization may be affected. Also, the ability to communicate in writing is just as important. Good writing skills allows an individual to communicate a message with clarity and ease to the intended audience. In today’s society, the use of emails and pape rwork is substantial and without the ability to write clearly and in a manner to convey the intended message may cause confusion or lack of organization. Therefore, good oral communication skills and writing skills are instrumental in helping advance and individuals career while maintaining the professional image of the organization. In my professional career, I have communicated with a variety of individuals over the phone and in face-to-face interactions. While working at a bankingShow MoreRelatedEssay about Important Language Skills1735 Words   |  7 PagesImportant Language Skill Out of the Four Language Skills Communication plays a vital role in our daily life. To acquire good communication, command on four language skills is important i.e. Reading, Writing, Listening and Speaking. I studied a few articles in which the authors specified the significance of each language skill. They found a strong positive relation between the four skills and stated that none of these is complete without the other. Effective communication is acquired after learningRead MoreCollege Writing Importance1004 Words   |  5 PagesThe importance of college writing can be easily argued to have zero importance to most. It is really the laziness in me that would try to argue writing is to no importance but I find much greater reasons to support the ideas of writing being a very essential skill. Writing is a skill not every occupation will have thrown at them, but anyone wanting to try to get a higher paying job will come across writing. Knowing how to write college level can only benefit one. Arguing that college le vel writingRead MoreThe Importance Of Reading And Writing As A Person848 Words   |  4 Pagesthe different skills a person has. As human beings our curiosity starts evolving more and more, but what are the two most important skills that we all carry and progress? The two most important skills are reading and writing. It is a talent that every single person has and become very important developmental skills that progress as a person gets older. Many people believe that these skills are important because it is a way to express feelings and thoughts. People view reading and writing as a way toRead MoreWriting Technique And Sentence Structure1230 Words   |  5 PagesMWP4 Final Writing is a tool used in many subjects, and it has a great deal of importance in our society. In this article written by Fish, the reader is given his perspective on what a writing course should encompass. Fish begins the article by pointing out the problem with english composition classes today. On the first page he mentions how one day ,while grading papers, he noticed that his graduate students did not write clean proper sentences. 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Three of the main reasons I believe students are not performing as expected include: a wrong focus on length versus clear and concise content, exponential growth of technology, and a new era of mastering multitask skills. When enteringRead MoreThe Negative Effects Of Technology On Manual Script Writing1431 Words   |  6 Pages However, she can see the negative effects that technology has on manual script writing for elementary school students. Sometimes the writer has had a hard time understanding some of her students handwriting and if she asks them what they wrote they do not understand their own handwriting. The writer thinks it will be beneficial for educators to find out what negative effects technology has on manual script writing. Furthermore, how has technology effected manual script handwriting? The Canadian

The Brain Drain and Revolution in the Late 19th and Early...

Introduction By the end of the 19th century, Chinese officials were beginning to realize that their country’s educational infrastructure was becoming increasingly anachronistic. Traditional education largely ignored technology—considered it low class, even—and students instead focused on cultivating a sense of moral righteousness. Yet, the Confucian-centered examination system was beginning to prove ineffective in a world where modern militaries predominated in international relations. China learned this painful lesson during a succession of lost wars, eventually entering a long period of introspection, quite notably, by first looking outward. Foreign education systems were of particular interest to this nation in transition. Foreign†¦show more content†¦In fact, the late Qing Empire’s encounter with Western civilization was necessarily heralded by guns, warships, and other new instruments of Western military might. The narrative of China’s dynastic glo ry was replaced with a newer, less flattering image of China as the â€Å"sick man of Asia† (Holcombe 193). Fears of the encroaching imperial powers were only heightened after China lost in the 1865-60 Opium War, as were fears of increasing internal disorder, as evinced by the 1851-64 Taiping Rebellion (Bary 661; Rhoads 1-2). China would later suffer yet another humiliating defeat in the Sino-Japanese War of 1894-5, but they first instituted a series of reforms in an attempt to curtail foreign dominance, particularly in the military sphere. China thus entered a period of so-called â€Å"self-strengthening,† a government-led â€Å"restoration† that spanned the years between 1961 and 1895. This movement was largely a response to these early military defeats and the nation’s perceived sense of inferiority (Rhoads 1-2; Holcombe 201). In a phrase, the goal of self-strengthening projects and the larger Tongzhi Restoration (1862-74) was to â€Å"emulate the Wes tern countries and master their technical skills† (Holcombe 201; Rhoads 9). In order to do this, China first had to open its borders to Western influence; the late Qing first allowedShow MoreRelatedEducation in South Africa12740 Words   |  51 Pageshistories of the group, tales of heroism and treachery, and practice in the skills necessary for survival in a changing environment. Colonial education The earliest European schools in South Africa was established in the Cape Colony in the late seventeenth century by Dutch Reformed Church elders committed to biblical instruction, which was necessary for church confirmation. In rural areas, itinerant teachers (meesters ) taught basic literacy and math skills. British mission schools proliferated afterRead MoreGlobalization and Its Impact on Malaysia13672 Words   |  55 Pagesnot new, though. 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They recognize that the business requirement is to lead accordingly, and they know that this type of leadership requires

Drama Portfolio Essay Example For Students

Drama Portfolio Essay In workshop one there was two forms of drama; straight improvisation and teacher in-role. This was structured by having the class in a semi circle and the teacher walking in straight in-role as the manager of the youth hostel. The teacher said in-role that we were experienced therapists this automatically made clear on the role we were to play so we were quick to think as the form was straight improvisation. Structuring the drama as a semi circle of chairs gave the impression it was a meeting of some sort. The opening of the circle where the manager sat showed the meeting was being lead by a person of higher status. In the second half of the workshop the class was working in pairs, the form was still straight improvisation. We were carrying on from being therapists in this youth hostel but one of the pairs was now the girl we were treating with therapy. This is where our stimulus came in to use. Our stimuli was a picture of a girl screaming, holding her head in pain, surrounded by a lake with two people walking away. This was drawn by the girl who was in therapy. The aim of the drama was to try and get as much information out of the girl about why she had drawn this picture, what it represented and find out who she was, using therapy, as she didnt talk. The stimulus helped us with the form because we couldnt plan what we were going to do but from the stimulus we could see what drama we could create. Both pairs knew what the therapist would be doing but no one knew how the girl was going to react this was good because the straight improvisation would mean each pairs drama piece would differ. During workshops two and three the significant moment in our drama piece was when the disturbed girl, who was being treated by therapists, was taken to a river. This was suggested by a therapist as the girl had drawn water in her picture so maybe taking her to a river would open her up. Her reaction to being taken to the river was a frightened one. The girl became scared and then saw a cigarette being lighted this frightened her even more and she ran in to a corner. This showed the therapists that not only did she have a strange reaction to water but to open flames too so maybe something had happened in the past involving flames and water that had caused her to have such a reaction. This was the significant moment in the drama however due to lack of time we didnt get to symbolize it as much as we would have liked. If we had the time, I would put a red spotlight on the disturbed girl, when she ran in the corner, and then play some dramatic classical music to signify her panic. While the red spotlight would indicate the danger she was in before that made her scared of the river and lighter. After that I would do a flashback showing what actually happened that had made her so frightened. In workshop four we had to create a nightmare sequence based upon a phobia. Our group talked about the kinds of phobias we could do but due to lack of time we were not able to create the nightmare sequence. If we had the time to form it I would have chosen the phobia; fear of clowns.I would start off by having the music playing at a slow speed and the volume quite low; gradually I would speed the music up and increase the volume. .u004e2b79270333030e784b683a1a53e6 , .u004e2b79270333030e784b683a1a53e6 .postImageUrl , .u004e2b79270333030e784b683a1a53e6 .centered-text-area { min-height: 80px; position: relative; } .u004e2b79270333030e784b683a1a53e6 , .u004e2b79270333030e784b683a1a53e6:hover , .u004e2b79270333030e784b683a1a53e6:visited , .u004e2b79270333030e784b683a1a53e6:active { border:0!important; } .u004e2b79270333030e784b683a1a53e6 .clearfix:after { content: ""; display: table; clear: both; } .u004e2b79270333030e784b683a1a53e6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u004e2b79270333030e784b683a1a53e6:active , .u004e2b79270333030e784b683a1a53e6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u004e2b79270333030e784b683a1a53e6 .centered-text-area { width: 100%; position: relative ; } .u004e2b79270333030e784b683a1a53e6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u004e2b79270333030e784b683a1a53e6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u004e2b79270333030e784b683a1a53e6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u004e2b79270333030e784b683a1a53e6:hover .ctaButton { background-color: #34495E!important; } .u004e2b79270333030e784b683a1a53e6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u004e2b79270333030e784b683a1a53e6 .u004e2b79270333030e784b683a1a53e6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u004e2b79270333030e784b683a1a53e6:after { content: ""; display: block; clear: both; } READ: Dramatic Methods Essay PaperThe girl would be walking but as the volume increases so would her pace. At this point I believe her thoughts would be jumbled, to show this, people off-stage would shout out her thoughts for example; what is happening?, where am I? the voices would be echoed for a bigger impact such as; where am I? am I am I am I I hereafter I would suddenly turn the lights off and stop the music to create a sense of panic and anxiety within the girl and audience, as nobody knows whats going to happen. In the darkness I would bring on four people in clown masks, position them around the girl, but not too close, then turn the lights on but have them on full and all colours such as bright red, blue and green. Red being the brightest creating a sense of danger and the green would give the stage an eerie atmosphere. The girl would realise immediately and try to escape; her pace would be almost robot-like because the panic of seeing the clown masks has made it hard for her to move, to emphasize this, the people in clown masks would be very quick when moving and circle her almost as if she was being suffocated. The girls thoughts would now be ones of shock, terror and panic. At this point I would make the masked clowns shout her thoughts out at her; shocking her more, as the most thing she is terrified of is now thinking her thoughts too. This is where I would end the nightmare sequence by switching the lights off suddenly and make the masked clowns go off stage leaving the girl on the floor. When the lights gradually come back on she will have just woken up unexpectedly as if she had an awful dream and lying on her pillow would be the clown mask and I would end the scene with her mouth open in fright. In workshop five the form for our first drama piece was sculpting a tableau. This is when one person creates a tableau then holds their position and lets another person literally sculpt them using their hands to change their physical posture. The person I was sculpting was meant to be hitting someone from behind. From where I was standing this looked unrealistic so I sculpted by moving their arm closer to the person they were attacking so it would look more forceful, plus, I made them look away from the person they were hitting because this would look as if they knew it was wrong and they didnt want to get caught, in the tableau there were SAS officers looking for violent people so effectively it would look like the person was being weary incase she/he got caught. Afterwards, our class did a drama piece; the form was forum theatre, teacher in-role and straight improvisation. It was structured by having rows of chairs where we all sat and at the front was where the teacher in-role stood playing the part of the SAS meeting speaker. The point of the drama was for the teacher in-role as the SAS speaker to inform us that we had been specially picked to do a very high secret mission and so we would have to move away from our homes for around six months and not tell our families why. Using forum theatre for this drama piece worked very well because when the speaker told us we were on a top secret mission and would have to move away without telling anyone was quite a shock so obviously we all in-role had an opinion about it. Forum theatre is good to use for something like this as we control when we say or do something and everyone gets an opportunity to voice their opinion. The straight improvisation worked well because it made everyone have something different to say each time. .ue16b07e6fdaec700a0ddef39850467aa , .ue16b07e6fdaec700a0ddef39850467aa .postImageUrl , .ue16b07e6fdaec700a0ddef39850467aa .centered-text-area { min-height: 80px; position: relative; } .ue16b07e6fdaec700a0ddef39850467aa , .ue16b07e6fdaec700a0ddef39850467aa:hover , .ue16b07e6fdaec700a0ddef39850467aa:visited , .ue16b07e6fdaec700a0ddef39850467aa:active { border:0!important; } .ue16b07e6fdaec700a0ddef39850467aa .clearfix:after { content: ""; display: table; clear: both; } .ue16b07e6fdaec700a0ddef39850467aa { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue16b07e6fdaec700a0ddef39850467aa:active , .ue16b07e6fdaec700a0ddef39850467aa:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue16b07e6fdaec700a0ddef39850467aa .centered-text-area { width: 100%; position: relative ; } .ue16b07e6fdaec700a0ddef39850467aa .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue16b07e6fdaec700a0ddef39850467aa .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue16b07e6fdaec700a0ddef39850467aa .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue16b07e6fdaec700a0ddef39850467aa:hover .ctaButton { background-color: #34495E!important; } .ue16b07e6fdaec700a0ddef39850467aa .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue16b07e6fdaec700a0ddef39850467aa .ue16b07e6fdaec700a0ddef39850467aa-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue16b07e6fdaec700a0ddef39850467aa:after { content: ""; display: block; clear: both; } READ: How does it appeal to a modern audience?   EssayIn workshop six the class had to before hand set up the scene of a disused warehouse. We did this by having chairs flung all around the place some broken, some free standing, and some stacked up as if they had not been used in ages. We also turned the lights off assuming that no lights worked in this warehouse. We used rostra tops and legs and had them just lying side by side or not fixed together properly to create the impression of a disused space that had not been looked after. The form of this drama was a tableau to start the scene off then straight improvisation where the class played either have nots or undercover SAS officers pretending to be have nots, thought tracking with our first thoughts of what we thought of the warehouse and the meeting that was due to take place inside, the last technique used was teacher in-role, this was unexpected as it was straight improvisation and we were not expecting the teacher to come in-role as a police officer checking to see if any have nots had broken into the warehouse. When this happened it created a real sense of electricity and panic amongst the group however it was up to us to keep this electricity going by staying in-role and reacting how we thought a have not would react in this situation. This was vital for the undercover SAS officers as they could not blow their cover.

Helen Keller Essay Research Paper Imagine a free essay sample

Helen Keller Essay, Research Paper Imagine a life without being able to see or hear and non cognizing how to pass on with anyone around you. That universe of darkness is what Helen Keller lived in for six old ages. Helen Keller has been an inspiration to people of all time since she turned six. From 1886-1960, she proved herself to be a originative and animating adult female of America. She was a author and lector who fought for the rights of deprived people all over the universe. Most significantly, she overcame her two most hard obstructions, being blind and deaf. Helen Keller devoted her life to bettering the instruction and intervention of the blind, deaf, and deaf-and-dumb person and contending for minorities every bit good. Miss Keller was one of the first to educate the populace and do them cognizant of inflicted persons # 8217 ; possible. Because of her continuity and strength, she is considered a originative and alone spirit by many people of the universe, particularly those who can associate to her physical damages. Helen Keller was born a healthy kid. When Helen was 19 months old, she became sick with what was known as acute congestion of the encephalon and tummy ; this is now known as vermilion febrility. As a consequence, she was left blind, deaf, and deaf-and-dumb person. For many of her earlier old ages Helen lived in darkness with really few ways to pass on with others around her. Obviously her efforts were non ever successful. When she failed to pass on she would throw tantrums and have outburst that would upset non merely her, but her household every bit good. Because of these violent tantrums, she appeared to be a really boisterous kid, but underneath all of the calamity was a future inspirational figure that would surprise the universe with astonishing and infinite abilities. A big sum of Helen # 8217 ; s achievements would non hold been possible if it weren # 8217 ; T for her female parent and male parent. Her parents read about Samuel Gridley Howe # 8217 ; s achievements with the deaf and blind at the Perkins Institution in Boston. With this cognition, her male parent brought his girl to Alexander Graham Bell, a household friend who was good known in society. Bell was so fascinated by six twelvemonth old Helen that he recommended that she contact the Perkins Institute for the Blind in Boston. Anne Sullivan, who was besides a recent Perkins alumnus, was suggested to be Helen # 8217 ; s instructor by Michael Anagnos. Michael Anagnos was the professor of Samuel Gridley Howe, a gentleman who was holding great success working with the deaf and blind at Perkins ( Noteworthy 389 ) . Helen # 8217 ; s greatest inspiration and life long comrade, Anne Sullivan, arrived at her place in Alabama in March of 1887. In merely a twosome of hebdomads, Helen learned that everything had a name and that she could pass on with others by utilizing the manual alphabet. Helen besides found that she could utilize the manual alphabet and lip reading to turn out her intelligence. The manual alphabet is a system that contains 26 manus symbols, one for each missive of the alphabet. It is used to thumb spell words. After a couple months of pattern, she learned 100s of new words. In the center of July, merely four months after Sullivan # 8217 ; s reaching, Helen was able to compose her really first missive to her female parent. Peoples around the universe were so astonied by her achievements that her first life was written when she was merely 14 old ages old ( Ashby A ; Orhn 190 ) . After the earlier successes, Helen and her instructor both left for the Perkins Institute for the Blind in Boston in 1888 to supply Helen with a more formal instruction. Helen and Miss Sullivan moved to New York in 1894 in order for Helen to analyze at the Wright Humason School for the deaf. Anne raised money so that her pupil could go to the Cambridge School for Young Ladies. In 1896, Helen began her surveies at Cambridge which included French, Greek, literature, mathematics, geographics, and history. She so went on to go to Radcliffe College in 1980. In 1904, she graduated cum laude and received her AB Degree ( Noteworthy 390 ) . Not merely did Helen assist the organisations for the blind, but she helped persons every bit good. Helen reached out to assist a immature four twelvemonth old male child who, like her, was deaf, blind and deaf-and-dumb person. His name was Tommy Stringer. Helen convinced Michael Anagnos to acknowledge him into Perkins. She besides raised a fund for the immature male child. Over clip, Helen has accumulated a enormous sum of awards. These awards include: Brazil # 8217 ; s Order of the Southern Cross, Japan # 8217 ; s Sacred Treasure, the Philippine # 8217 ; s Golden Heart, Lebanon # 8217 ; s Gold Medal of Merit, and the Presidential Medal of Freedom. The National Institute of Arts and letters elected her rank as good. In 1952, during the Louis Braille Centennial Commemoration, Helen was made a Chevalier of the Gallic Legion of Honor ( # 8221 ; Hero # 8221 ; 2 ) She had eventually received all the acknowledgment and award that she deserved. Aside from being one of the earliest blind, deaf, and muffle individual to go active in society, Helen was besides an writer. Her first autobiography, The Story of My Life, was published in 1902 with the aid of Ann Sullivan and John Macy. The Narrative of My Life be came a global best-seller and was translated into 50 linguistic communications. Before she had even graduated college in 1903, Helen wrote a 7,500-word essay called Optimism. Optimism reflected the goodness that Helen saw in life. After she graduated in 1904, she became even more involved in society. In 1906 Massachusetts instituted it # 8217 ; s State Commission for the Blind. Gov. Curtis Guild, Jr. appointed Helen to the committee ( Noteworthy 390 ) . The World I Live In was published in 1909. It was a aggregation of essays about Helen # 8217 ; s perceptual experiences of the universe around her. Besides that twelvemonth, she became a member of the Socialist party. She was an aggressive suffragist and preferred strong and self-asserting tactics. During this clip she besides promoted a fabric work stoppage that took topographic point in Lawrence, Mass. The work stoppage was led my the Industrial Workers of the World. Bing a socialist made Helen # 8217 ; s life more thrill and gave her life more of a intent. Her beliefs were reflected through her work of this period. In 1910 A Song of the Stone Wall was published. This loyal verse form was 600 lines long. This was the last of her great verse form. It is sai d that, # 8220 ; After Anne Sullivan and John Macy # 8217 ; s matrimony ended Keller neer once more wrote with such lyric power, # 8221 ; ( Noteworthy 390 ) . Besides, a aggregation of socialist essays entitled, Out of the Dark, was published in 1913. Helen became active in political relations one time once more when the President relinquished neutrality in World War I ( Noteworthy 391 ) . She was against war and supported the Industrial Workers of the World one time once more. Helen besides began to back up many other motions during this clip such as the abolishment of capital penalty and kid labour, the birth control motion, and besides the National Association for the Advancement of Colored People. Her engagement with this peculiar group seemed to be the most controversial and it infuriated her household and friends back in her place province of Alabama. The American Foundation for the Blind was founded in 1924 and asked Helen to assist raise financess for the foundation. Helen agreed to run for the American Foundation for the Blind. She raised two million dollars and distribute public consciousness ( Briggs 307 ) . In 1929, the 2nd volume of her autobiography, Midstream: My Later Life, was published. Helen continued to alter the universe during the 1930s. She began to press the populace in Washington for statute law for the blind. She was highly successful and got the Pratt measure passed. The Pratt measure provided federal funded reading services for the blind. She besides became the vice-president of the Royal National Institute for the Blind in the United Kingdom in 1932. In 1935 she helped implement Title X in the 1935 Social Security Act. This recognized the blind as a group to have federal grant aid. After the bombardment of Pearl Harbor in World War II, Helen supported President Roosevelt # 8217 ; s determination to fall in with the democracies. She showed her support by touring military infirmaries. After 1960, Helen retired from her public speech production and travelling. Her wellness was get downing to worsen. She had a shot in October of 1961 which caused her to take herself from the outside universe. She was awarded the Presidential Medal of Freedom in 1964 but sent her household to accept the award in Washington. In 1968, Helen Keller died of arteriosclerotic bosom disease in her place in Westport, Connecticut. Helen became known world-wide as # 8220 ; one of the most singular kids in being # 8221 ; by the terminal of 1887 ( Noteworthy 389 ) . Her life-long end was to assist the deprived, peculiarly the blind and the deaf. She had a immense impact on Perkins. Her difficult work and devotedness helped her to get the better of her disabilities and besides inspired others to get the better of theirs. Helen pushed for the rights of the blind. She was a helper to adult females # 8217 ; s right to vote and the international peace motion before World War I. Many bureaus and establishments have been named after Helen Keller as good. Helen Keller International was set-up to contend sightlessness in the universe. Currently, Helen Keller International is one of the biggest organisations that works with the blind overseas ( # 8221 ; The Life # 8221 ; 3 ) . In 1986, the Industrial Home for the Blind was renamed to Helen Keller Services for the Blind. This bureau provides particular services for the blind in New York. Because of her efforts and battles, the blind now have better attention, preparation, and employment. # 8220 ; I am a donee of her work. Because of her illustration, the universe has given manner a small, # 8221 ; says David Jackson, a unsighted wind vocalist ( Shuur 2 ) . Ashby, Ruth, and Deborah Gore Orhn. Herstory. New York: The Penguin Group, 1995. Briggs, ASA. A Dictionary of twentieth Century World Biographies. New York: Oxford, 1992. Shuur, Diane. # 8220 ; The Miracle: Helen Keller. # 8221 ; Time. 1999 hypertext transfer protocol: //www.time.com ( 2 Feb. 2000 ) # 8220 ; The Life of Helen Keller. # 8221 ; RNIB. 1999 hypertext transfer protocol: //www.rnib.org.uk ( 28 Jan. 2000 ) # 8220 ; The Life of Helen Keller: An American Hero. # 8221 ; Helen Keller International. 1999 hypertext transfer protocol: //www.hki.org ( 4 Feb. 2000 )