title: One Kiss (song)

text: "One Kiss" received multiple awards and nominations. Most notably, the song won the Brit Award for British Single of the Year at the 2019 Brit Awards. At the 2019 "Billboard" Music Awards, 2018 iHeartRadio Music Awards, and 2018 Teen Choice Awards, it received a nomination for best Dance/Electronic Song, but did not win both awards. The song was also nominated for Song of the Summer categories at the 2018 MTV Video Music Awards and the 2018 Teen Choice Awards. At 2018's BBC Radio 1's Teen Awards, the song was nominated for Best Single and International Song of the Year at the LOS40 Music Awards 2018. The song was nominated for the 2018 Popjustice £20 Music Prize.


title: One Kiss (song)

text: "One Kiss" debuted at number three on the UK Singles Chart dated 19April 2018. The following week, the song rose to the summit of the chart, replacing Drake's "Nice for What" (2018) while becoming Harris' ninth and Lipa's second number one single, following "New Rules" (2017) for the latter artist. It went on to spend eight consecutive weeks at the top spot, ultimately being succeeded by "I'll Be There" (2018) by Jess Glynne on the issue dated 21 June 2018. Due to the eight consecutive weeks, it became both artists' longest running number one single. The song spent a total of 53 weeks on the UK Singles Chart, eventually departing the chart in June 2019. It also topped the UK Dance Chart. In February 2021, the song was awarded a quadruple platinum certification by the British Phonographic Industry (BPI) for selling 2.4 million track-equivalent units in the UK.


title: One Kiss (song)

text: "One Kiss" topped the charts in Austria, Belgium, Croatia, the Czech Republic, Ecuador, Germany, Greece, Hungary, Ireland, Lebanon, the Netherlands, Poland, Portugal, Russia, Scotland, Slovakia, and Slovenia. In Australia, the song debuted at number 17 on the ARIA Singles Chart, going on to peak at number 3 in its eighth week, remaining at the position for a total of 2 weeks and departing the chart 12 weeks later. The song was certified quintuple platinum by the Australian Recording Industry Association (ARIA) for sales of 350,000 track-equivalent units in the country. The song also reached number six on the New Zealand Singles Chart and Canadian Hot 100.


title: One Kiss (song)

text: In the US, "One Kiss" debuted at number 62 on the "Billboard" Hot 100 chart dated 21April 2018. In its 15th week, the song rose to a peak of number 26, and spent a total of 21 weeks on the chart. On US radio charts, it reached number 29, 9, and 32 on the Adult Top 40, Mainstream Top 40, Rhythmic charts, which monitor adult contemporary, pop, and rhythmic radio formats, respectively. The song additionally topped the US Dance Club Songs chart and reached number two on the Hot Dance/Electronic Songs. In September 2022, the song received a quadruple platinum certification from the Recording Industry Association of America (RIAA) for sales of 4,000,000 certified units in the US.


title: One Kiss (song)

text: Upon its release, "One Kiss" was accompanied by a lyric video and a vertical video, the latter of which was released via Spotify. The lyric video features VHS-quality footage of a vintage television in an outdoor setting, which plays two couples kissing over and over. The song's official music video premiered exclusively through Apple Music on 1May 2018, later being released to YouTube the following day. The video was directed by Emil Nava, who had previously worked with Harris on many visuals, including "Outside" (2014), "This Is What You Came For" (2016), and "Feels" (2017), as well as Lipa's "Hotter than Hell" (2016).


title: One Kiss (song)

text: The video begins with Lipa standing in a blue robe against a green screen, before plastic palm trees are seen swaying in the background and her backup dancers soon join her while wearing teal sequin tops and pants. Lipa then dances on a pile of sand as the Sun rises behind her. In the following scenes, Lipa wears an oversized straw hat when lying on a fluffy white rug and also sits in the center of a flower while magenta petals bloom, which later turn yellow and blue. Harris is then seen at a pool, sitting on a lounge chair and wearing a suit. Lipa also sits on a lounge chair, wearing a purple suit and sunglasses as she watches a multi-coloured dragon puppet, which later has big eyes and dances by Harris. In the same scene, Lipa stands on a diving board while her backup dancers raise their legs, sitting on the patio. She later sits on the board, while Harris carries a martini tray behind her, which Lipa goes on to take an appetizer from. Lipa's backup dancers are then seen wearing the puppet head, with the puppet flying in the sky. In the final scene, Lipa lies on a bubbled window. The visual closes with the camera turning towards the director, who shuts it off.


title: One Kiss (song)

text: Luke Morgan Britton of "NME" viewed the visual as "exotic" and "tropical," while summarizing by writing that it "depicts a poolside Lipa and Harris dressed as a waiter." In the same magazine, Hannah Mylrea named the video one of the best music videos of 2018, labelling it "trippy" and "vibrant," as well as calling the backdrops "flamboyant" and "tropical," and the wardrobe "retro." She concluded by writing that the music video is "basically what would happen if your trendy pals Instagram aesthetic came to life, in the best possible way." Bein praised the puppets in the video, writing that they "really steal the show," while stating Harris looks "stoic and cool," and Lipa looks "ravishing in vibrant vintage wear." O'Neill regarded the video as a "Missguided.co.uk mood board," and thought that one is "likely to catch" Lipa's outfits on their Instagram Explore page. The visual was a Winning Video at the 2018 MTV Video Play Awards. It was also nominated for British Video of the Year at the 2019 Brit Awards, Best Dance at the 2018 MTV Video Music Awards, and Best Dance Video – UK at the 2018 UK Music Video Awards.


title: One Kiss (song)

text: Harris and Lipa performed "One Kiss" for the first time during an episode of "The Graham Norton Show" on 20April 2018. For the performance, she wore an orange single-breasted blazer with matching-coloured tights from Versace's Spring 2018 runway show. Lipa gave a solo performance of the song at the opening ceremony that preceded the 2018 UEFA Champions League Final on 26May of that year in Kyiv. Following its release, the song was added to the setlist of the Self-Titled Tour (2017–2018) by Lipa. On 10February 2019, Lipa performed the song as a mash-up with St. Vincent at the 61st Annual Grammy Awards, who performed her single "Masseduction" (2018). Harris and Lipa performed the song as part of a medley that saw Sam Smith perform "Promises" (2018), and Rag'n'Bone Man performing "Giant" (2019) at the 2019 Brit Awards on 20February. The song was later included on the setlist of Lipa's 2022 Future Nostalgia Tour.


title: One Kiss (song)

text: "One Kiss" has been accompanied by several remixes. The first remix was one by Jauz, which was released on 18May 2018. He first performed the song a month earlier at the 2018 Coachella Valley Music and Arts Festival, which was described as reminiscent of his sound from 2015 and dubstep. The remix is a house and club track marked with Jauz's signature dark bass, while it also features bass house synthesizers and has an underground basement groove appeal. On 25May 2018, a remix by Zhu was released. A dark tech house track, the remix includes ominous house stylings, house percussion with brooding kick drums, a future house melody and arpeggiated techno synths. Zhu also changed Lipa's vocal pitch and added his own falsetto.


title: One Kiss (song)

text: Oliver Heldens remixed the song, with his remix being released on 1June 2018. The remix reimagines "One Kiss" as a deep house and future bass track with organic elements and Heldens' signature bass sound. It also features ghostly horns, hypnotic and dreamy club beats, murky melodies, a distorted bass that contrasts Lipa's voice on the chorus, and organ synths alongside her voice. Remixes by R3hab and Valentino Khan were released on 8 and 15June 2018, respectively. The R3hab remix features synth horn hits and shimmering atmospheres. On 13July 2018, a remix EP, including previously released remixes as well as remixes by Patrick Topping and King Britt, was released. Topping's stripped down remix was categorized as a tech house track and makes use of bubbling horns, rolling basslines, jumpity hi-hats, and lashings of strings.


title: One Kiss (song)

text: After performing the song at the 2018 final the song became associated with the runner-up in that competition, Liverpool F.C., with fans singing it during the following year's campaign when they lifted the trophy in Madrid, and also being sung during the successful 2019-20 Premier League, where Liverpool won their first top flight title in 30 years. Lipa said she was "honoured" and "lucky" that the song had been adopted by fans of the club.


title: One Kiss (song)

text: It was revived in 2022 when Liverpool won the Carabao Cup at Wembley, with Lipa retweeting videos of the club's fans also singing it at the FA Cup final, where Liverpool also won. The association of the song with the club led to Calvin Harris, a fan of the club and close friend of Andy Robertson being invited to DJ on Liverpool's open top trophy parade, which almost 750,000 people attended.


title: X mark

text: An X mark (also known as an ex mark or a cross mark or simply an X or ex or a cross) is used to indicate the concept of negation (for example "no, this has not been verified", "no, that is not the correct answer" or "no, I do not agree") as well as an indicator (for example, in election ballot papers or in maps as an x-marks-the-spot). Its opposite is often considered to be the check mark or tick (or the O mark used in Japan and Korea). In Japanese, the X mark (❌) is called "batsu" (ばつ) and can be expressed by someone by crossing their arms.


title: X mark

text: It is also used as a replacement for a signature for a person who is blind or illiterate and thus cannot write their name. Typically, the writing of an X used for this purpose must be witnessed to be valid.


title: X mark

text: As a verb, to X (or ex) off/out or to cross off/out means to add such a mark. It is quite common, especially on printed forms and document, for there to be squares in which to place x marks, or interchangeably checks.


title: X mark

text: It is also traditionally used on maps to indicate locations, most famously on treasure maps. It is also used as a set of three to mark jugs of moonshine for having completed all distillation steps, while additionally signifying its potency (as high as 150 proof) relative to legal spirits, which rarely exceed 80 proof (40% ABV).


title: Sharon Corr

text: Sharon Helga Corr MBE (born 24 March 1970) is an Irish singer-songwriter, musician, and television personality. She is best known as a member of the pop-rock band The Corrs, which she co-founded in 1990 with her elder brother Jim and younger sisters Caroline and Andrea. She plays the violin, piano and guitar, and sings backing vocals. She began learning the violin when she was six years old. She has played in national youth orchestras and is qualified to teach the violin.


title: Sharon Corr

text: The Corr siblings were awarded honorary MBEs in 2005 by Queen Elizabeth II in recognition of both their musical talent and their charitable work raising money for Freeman Hospital in Newcastle upon Tyne, victims of the Omagh Bombing, and other charities. On 22 March 2019, Corr was awarded an honorary doctorate (DUniv) by the Open University, in recognition of her "exceptional contribution to education and culture". The ceremony took place at the Barbican Centre, London.


title: Sharon Corr

text: In 2012, Corr was revealed as one of the coaches on the first series of the RTÉ talent show "The Voice of Ireland".


title: Sharon Corr

text: On 15 July 2009, Corr appeared on "This Morning", having been booked by host Phillip Schofield via Twitter, to confirm the release of a new solo single and album. Her début single, "It's Not a Dream", was released on 29 August in Ireland and 31 August in the UK, with appearances at Isle of Wight, Glastonbury, and a number of other European music festivals. The album, "Dream of You", was released on 13 September 2010 and comprises a number of self-penned tracks and select covers with Corr playing violin throughout. She was joined by longtime Corrs' sidemen Anthony (Anto) Drennan on lead guitar, Keith Duffy on bass, and Jason Duffy on drums, with orchestral arrangements by Fiachra Trench, a collaborator on four Corrs' albums.


title: Sharon Corr

text: Corr embarked on the Dream of You Tour on 19 August 2011 in Aberdeen and continued through the UK and Europe, with an Australian leg added in January 2012. While on the tour she introduced a newly written track, "Edge of Nowhere", which will be included on her second album.


title: Sharon Corr

text: In an interview with the Maitland Mercury in February 2012, Corr revealed that she is piecing together her second solo record.


title: Sharon Corr

text: Corr finished writing the album in March 2012 and she said it may be called "Catch the Moon". The title comes from the idea "of when somebody comes into your life and they utterly change yours, that you would go to any lengths for them... so you would catch the moon." However, on 21 August 2013 it was announced that the new album would be titled "The Same Sun". The lead single from the album, "Take a Minute", peaked at No. 11 on the Irish charts and No. 20 in the France charts. Corr also embarked on The Same Sun Tour in late 2013, touring in Germany, Brazil, and Indonesia. She performed in Indonesia at Jakarta Convention Center (JCC), Jakarta, Indonesia, on 24 September 2013 (WIB) as a special guest. She was also joined on tour by Yovie Widianto who was a special guest in Madrid, Spain, in November 2013. The tour continued throughout the United States during January and February 2014.


title: Sharon Corr

text: In 2015, The Corrs reunited, releasing the albums White Light. That album was followed up by Jupiter Calling in 2017.


title: Sharon Corr

text: Promo for this album started in May with the announcement of a solo residency at Sala Clamores in Madrid, Spain. In May and June 2022, Sharon will embark on a UK tour supporting Jeff Beck, following her Spain and France gigs in January 2022.


title: Sharon Corr

text: In 2001, Corr married Belfast barrister Robert Gavin Bonnar in Cratloe Church, County Clare. In a performance for BBC Radio 2, she stated, before performing the song, that she walked up the aisle to "Along with the Girls", a traditional instrumental track that featured on the Corrs' first album, "Forgiven, Not Forgotten". The couple met when she was shooting the video for "Runaway". They had their first child, son Cathal ("Cal") Robert Gerard, on 31 March 2006, and their second child, daughter Flori Jean Elizabeth, on 18 July 2007. The couple split in October 2019. After having children, she battled with social anxiety disorder and wrote about her anxiety problems on her solo album.


title: Sharon Corr

text: As well as "No Frontiers" with Caroline Corr, Sharon sings "Dimming of the Day" and the demo version of "Goodbye". In 1999 she recorded violin parts for the Jean Michel Jarre track "Rendez-vous à Paris", which was released in 2000 on the album "Métamorphoses".


title: Sharon Corr

text: She also recorded two tracks in 2008 with the Welsh operatic singer Bryn Terfel, and "Amarrado a Ti" with the Spanish singer Alex Ubago in 2009.


title: Glasgow Airport

text: Glasgow Airport, also known as Glasgow International Airport (), formerly "Abbotsinch Airport", is an international airport in Scotland. It is located in Paisley, Renfrewshire, west of Glasgow city centre. In 2019, the airport handled 8.84 million passengers, an 8.4% annual decrease, making it the second-busiest in Scotland, after Edinburgh Airport, and the ninth-busiest airport in the United Kingdom.


title: Glasgow Airport

text: The airport is owned and operated by AGS Airports which also owns and operates Aberdeen and Southampton airports. It was previously owned and operated by Heathrow Airport Holdings (formerly known as BAA). The airport's largest tenants are British Airways, easyJet and Loganair. Other major airlines using Glasgow as a base include Jet2.com and TUI Airways.


title: Glasgow Airport

text: Glasgow Airport was opened in 1966 and originally flights only operated to other places in the United Kingdom and Europe. Glasgow Airport began to offer flights to other places around the world, flights which previously used Glasgow Prestwick Airport, which was subsequently relegated as the city's secondary airport catering for Ryanair, freight and charter operators.


title: Glasgow Airport

text: The history of the present Glasgow Airport goes back to 1932, when the site at Abbotsinch, between the Black Cart Water and the White Cart Water, near Paisley in Renfrewshire, was opened. In 1933 the Royal Air Force 602 Squadron (City of Glasgow) Auxiliary Air Force moved its Westland Wapiti IIA aircraft from nearby Renfrew. The RAF Station HQ, however, was not formed until 1 July 1936 when 6 Auxiliary Group, Bomber Command, arrived. From May 1939, until moving away in October 1939, the Squadron flew the Supermarine Spitfire.


title: Glasgow Airport

text: In 1940, a torpedo training unit was formed, which trained both RAF and Royal Navy crews under RAF Coastal Command. On 11 August 1943 Abbotsinch was handed over solely to the Royal Navy and it became a naval base. All navy ships and bases are given ship names and Abbotsinch's was known as HMS "Sanderling" since June 1940. During the 1950s, the airfield housed a large aircraft storage unit and squadrons of the Royal Naval Volunteer Reserve.


title: Glasgow Airport

text: The Royal Navy left in October 1963. The name Sanderling was, however, retained as a link between the two: HMS "Sanderling"s ship's bell was presented to the new airport and a bar in the airport was named "The Sanderling Bar".


title: Glasgow Airport

text: In the 1960s, Glasgow Corporation decided that a new airport for the city was required. The original site of Glasgow's main airport, Renfrew Airport, was east of Abbotsinch, in what is now the Dean Park area of Renfrew. The original Art Deco terminal building of the original airport has not survived. The site is now occupied by a Tesco supermarket and the M8 motorway; this straight and level section of motorway occupies the site of the runway.


title: Glasgow Airport

text: Abbotsinch took over from Renfrew Airport on 2 May 1966. The UK Government had already committed millions into rebuilding Prestwick Airport fit for the "jet age". Nevertheless, the plan went forward and the new airport, designed by Basil Spence and built at a cost of £4.2 million, was completed in 1966, with British European Airways beginning services using De Havilland Comet aircraft.


title: Glasgow Airport

text: The first commercial flight to arrive was a British European Airways flight from Edinburgh, landing at 8 am on 2 May 1966. The airport was officially opened on 27 June 1966 by Queen Elizabeth II. The political rows over Glasgow and Prestwick airports continued, with Prestwick enjoying a monopoly over transatlantic traffic (under the 1946 US-UK bilateral air transport agreement known as the Bermuda Agreement), while Glasgow Airport was only allowed to handle UK and intra-European traffic.


title: Glasgow Airport

text: In 1975, the BAA took ownership of Glasgow Airport. When BAA was privatised in the late 1980s, as BAA plc, it consolidated its airport portfolio and sold Prestwick Airport. BAA embarked on a massive redevelopment plan for Glasgow International Airport in 1989.


title: Glasgow Airport

text: In the early 1990s, Glasgow became the first UK airport, and one of the first in Europe (after Israel) to screen all baggage. Until this time, only 'high risk' flights had their hand luggage and hold luggage checked. This was a result of the bombing of Pan Am flight 103 on the 21st December 1988 over the Scottish town of Lockerbie.


title: Glasgow Airport

text: An extended terminal building was created by building a pre-fabricated metal structure around the front of the original Basil Spence building, hence screening much of its distinctive Brutalist style architecture from view, with the void between the two structures joined by a glass atrium and walkway. Spence's original concrete facade which once looked onto Caledonia Road now fronts the check-in desks. The original building can be seen more clearly from the rear, with the mock barrel-vaulted roof visible when airside.


title: Glasgow Airport

text: A dedicated international departure lounge and pier was added at the western side of the building, leaving the facility with a total of 38 gates, bringing its capacity up to nine million passengers per year. In 2003, BAA completed redevelopment work on a satellite building (called "T2", formerly the St. Andrews Building), to provide a dedicated check-in facility for low-cost airlines, principally Aer Lingus, Virgin Atlantic Airways and formerly Thomas Cook Airlines until they went into administration.


title: Glasgow Airport

text: By 1996, Glasgow was handling over 5.5 million passengers per annum, making it the fourth-largest airport in the UK.


title: Glasgow Airport

text: The airport serves a variety of destinations throughout Europe and the Middle East. easyJet, Jet2.com, Loganair and TUI Airways are all based at the airport.


title: Glasgow Airport

text: The West Pier, commonly known as the International Pier, was built as part of the 1989 extension project and is the principal international and long haul departure point. All but two of the stands on this pier are equipped with airbridges. This pier has stands 27 - 36. In 2019, the pier received the ability to facilitate the A380 following an £8million upgrade.


title: Glasgow Airport

text: The Central Pier was part of the original 1966 building. The British Airways gates are located in the 1971 extension at the end of the pier, with Heathrow and Gatwick shuttles making up most of its traffic as well as BA CityFlyer flights to London City. The British Airways lounge is located on this pier, across from gate 15. Aer Lingus and Flybe formerly operated from the centre pier. Most of the stands on this pier are equipped with airbridges. This pier has stands 14 - 26.


title: Glasgow Airport

text: The East Pier, constructed in the mid-1970s, was originally used for international flights but in recent years has been re-developed for use by low-cost airlines. None of the stands on this pier are equipped with airbridges. The main users of this pier are Ryanair, easyJet, Jet2 and Loganair. In 2015, a £3million extension was added to the pier, creating space for 750,000 extra passengers a year. This pier has stands 112.


title: Glasgow Airport

text: In late 2007, work commenced on Skyhub (located between Terminal 1 and Terminal 2) which created a single, purpose-built security screening area in place of the previous individual facilities for each of the three piers, the other side effect being an enlarged duty-free shopping area created by taking most of the previous landside shopping and restaurant facilities airside. This new arrangement also frees up space in the departure lounges through the removal of the separate duty-free shops in the West and Central Piers. This however meant that the former public viewing areas of the apron are now airside, making the airport inaccessible to aviation enthusiasts and spectators.


title: Glasgow Airport

text: Future growth is hampered by the airport's location, which is constrained by the M8 motorway to the south, the town of Renfrew to the east and the River Clyde to the north. At present the areas of Drumchapel, Clydebank, Bearsden, Foxbar, Faifley and Linwood all sit directly underneath the approach paths into the airport, meaning that further increases in traffic may be politically sensitive. The airport is challenged by Edinburgh Airport, which now serves a wider range of European destinations and has grown to overtake Glasgow as Scotland's busiest airport.


title: Glasgow Airport

text: The Scottish Executive announced in 2002 that a rail line – known as the Glasgow Airport Rail Link (GARL) – would be built from Glasgow Central station to Glasgow Airport. The rail link was to be completed by 2012 with the first trains running early in 2013. In 2009, however, it was announced by the Scottish Government that the plan had been cancelled.


title: Glasgow Airport

text: Currently, the airport is easily accessible by road due with direct access to the adjoining M8 motorway. It is also served by a frequent bus service, the Glasgow Airport Express, which operates services to city centre. The service is run by First Glasgow and all buses feature leather seats, USB charging ports and free WiFi.


title: Glasgow Airport

text: The airport is home to the Scottish regional airline Loganair, previously a Flybe franchise operator, who have their head office located on site. British Airways has a maintenance hangar at the airport, capable of carrying out overhaul work on Airbus A320, as well as a cargo facility.


title: Glasgow Airport

text: The Royal Air Force also has a unit based within the airport – The Universities of Glasgow and Strathclyde Air Squadron – to provide flying training to university students who plan to join the RAF.


title: Glasgow Airport

text: In 2007, Glasgow became the second-busiest airport in Scotland as passenger numbers were surpassed by those at Edinburgh Airport.


title: Glasgow Airport

text: On 30 June 2007, a day after the failed car bomb attacks in London, an attack at Glasgow International Airport occurred. A flaming Jeep Cherokee was driven into the entrance of Main Terminal. Two men, one alight, fled the vehicle before being apprehended by a combination of police officers, airport security officers and witnesses. One of the men died in the following months due to injuries sustained in the attack. New barriers and security measures have been added to prevent a similar incident from taking place.


title: Glasgow Airport

text: Icelandair temporarily moved its base of operations from Keflavík International Airport to Glasgow due to the 2010 eruptions of Eyjafjallajökull.


title: Glasgow Airport

text: On 10 April 2014, Emirates operated an Airbus A380 to Glasgow to celebrate the 10th anniversary of the Glasgow - Dubai route, and was the first time an A380 had visited a Scottish airport.


title: Glasgow Airport

text: In July 2014, Emirates opened a dedicated lounge at the airport for First and Business class passengers. It is located at the top of the West Pier. In October 2014, Heathrow Airport Holdings reached an agreement to sell the airport, together with Southampton and Aberdeen, to a consortium of Ferrovial and Macquarie Group for £1 billion.


title: Glasgow Airport

text: In 2017, easyJet became the first airline to carry more than one million passengers from the airport in a period of 12 months.


title: Glasgow Airport

text: On 27 February 2018, Ryanair announced that it would close its base at Glasgow, and retain just three of its 22 routes. It cited the Scottish Government's failure to replace Air Passenger Duty with a cheaper Air Departure Tax.


title: Glasgow Airport

text: On 16 April 2019, Emirates launched a daily A380 flight on the Glasgow - Dubai route, making it the first regular A380 service in Scotland.


title: Glasgow Airport

text: On 12 June 2021, Aer Lingus Regional operator Stobart Air entered liquidation resulting in all Aer Lingus routes to and from the airport being cancelled with immediate effect. Stobart Air was due to be replaced by Emerald Airlines as the Aer Lingus Regional operator in 2023, although their CEO states they would be able to launch flights from summer 2021 should they need to, bringing the possibility of the routes being restored in the future.


title: Glasgow Airport

text: In 2005, BAA published a consultation paper for the development of the airport. The consultation paper included proposals for a second runway parallel to and to the north-west of the existing runway 05/23; redevelopment and enlargement of the East (low-cost) pier to connect directly with Terminal 2; and an additional International Pier to the west of the existing International Pier. There were plans for a new rail terminal, joined to the airport's passenger terminal and multi-storey car park. On 29 November 2006, the Scottish Parliament gave the go-ahead for the new railway station as part of the Glasgow Airport Rail Link to Glasgow Central station, originally due for completion in 2011. However, on 17 September 2009, due to escalating costs, the project was cancelled by the Scottish Government.


title: Glasgow Airport

text: BAA's plans, which are expected to cost some £290 million over the next 25 years, come in response to a forecasted trebling of annual passenger numbers passing through the airport by 2030. The current figure of 9.4 million passengers passing through the airport is expected to rise to more than 24 million by 2030.


title: Glasgow Airport

text: As of late 2017, there are plans to build a light rail link that will connect the city centre to the airport via Govan, with plans already underway to begin construction of the project after the cancellation of the original Glasgow Airport Rail Link project.


title: Glasgow Airport

text: The airport is currently linked to Glasgow City Centre by the 500 Glasgow Airport Express service. This is run by First Glasgow under contract to Glasgow Airport. Started in 2011, the service runs direct via the M8 motorway. McGill's Bus Services service 757 links the airport with Paisley Gilmour Street railway station, Paisley town centre, Erskine & Clydebank. This bus accepts National Rail tickets between Glasgow Airport and any railway station.


title: Glasgow Airport

text: Plans for a rail link from the airport to Glasgow Central station were proposed in the 2000s, shelved in 2009 and then resurrected work is due to start in 2022, with the line expected to open in 2025.


title: Glasgow Airport

text: A planned extension of the Glasgow Subway system which is proposed to include multiple light rail and elevated rapid transit lines around the city including a line to Paisley City Centre, and two stations at Glasgow Airport. The line would be elevated at the airport and run on segregated tracks into Glasgow City Centre, and would most likely cancel the current plans for the Glasgow Airport Rail Link


title: Jeff Bergman

text: Jeffrey Bergman (born July 10, 1960) is an American voice actor and impressionist who has provided the modern-day voices of various classic cartoon characters, most notably with "Looney Tunes" and Hanna-Barbera.


title: Jeff Bergman

text: Bergman was the first to replace Mel Blanc as the voice of Bugs Bunny and several other Warner Bros. cartoon characters following Blanc's death in 1989. Bergman shared the roles of Blanc's characters with Greg Burson and Joe Alaskey before their respective deaths in 2008 and 2016, as well as Bob Bergen, Billy West, Jim Cummings, Maurice LaMarche, Fred Tatasciore, and Eric Bauza for various Warner Bros. Animation productions.


title: Jeff Bergman

text: Bergman was born on July 10, 1960 to a Jewish family in Philadelphia, Pennsylvania. Throughout his early life, he impersonated several celebrities and cartoon characters, his first impression being comic influence Ed Sullivan at the age of 6. At the age of 15, Bergman began doing impressions of various "Looney Tunes" characters.


title: Jeff Bergman

text: He studied theater and communications at the University of Pittsburgh where he first did voice work after becoming involved with a student-run radio station and interning at the KQV and WDVE radio stations. While there, he made his first demo reel and was profiled in a story on KDKA-TV's "Evening Magazine". The story was picked up on similar TV news magazines shows and helped land him his representation with William Morris Agency following his graduation from Pitt in 1983.


title: Jeff Bergman

text: During his time at university, Bergman attended an on-campus lecture by Mel Blanc, who was best known for voicing the Looney Tunes such as Bugs Bunny. Bergman later tracked Blanc down and met him at his Oakland hotel room in 1981, where Bergman imitated Blanc's characters for him, earning himself a 45-minute session. Bergman credits Blanc with helping him graduate two years later.


title: Jeff Bergman

text: Bergman voiced the Pillsbury Doughboy from 1986 to 2013 following Paul Frees' death in 1986. Bergman's work with Warner Bros. began in 1986, recording voices for "The Bugs Bunny Show". After being rebuffed several times by Warner Bros. directors, he recorded a tape of himself as several of Blanc's characters, including Bugs Bunny. He took the tape to the production company and used a switch to toggle back and forth between his work and the original Mel Blanc recording. Then-Warner Bros. president Edward Bleier was unable to tell the difference between the voices, and Bergman, at the age of 29, became the first performer to provide the voice of Bugs Bunny after Mel Blanc died on July 10, 1989 – Bergman's 29th birthday.


title: Jeff Bergman

text: Bergman's first performance as Bugs Bunny was during the 62nd Academy Awards as Bugs presented the Oscar for Best Live Action Short Film. He voiced Bugs, as well as Daffy Duck, during the 1990 TV specials "Cartoon All-Stars to the Rescue" and "The Earth Day Special" (also voicing Tweety Bird and Porky Pig in the latter). That same year, he also lent his voice to Bugs, Daffy and Porky in the animated sequences of "" (1990). Bergman later voiced Bugs and Daffy again as well as Elmer Fudd in the 1991 theatrical short "Box-Office Bunny", Bugs's first in over 25 years. He voiced Bugs, Daffy, Elmer and Yosemite Sam in the 1991 short "(Blooper) Bunny", as well as several characters (including Sylvester the Cat and Foghorn Leghorn) in animated TV specials and newer animated series such as "Tiny Toon Adventures" and "The Plucky Duck Show".


title: Jeff Bergman

text: Outside of the "Looney Tunes", Bergman also voiced George Jetson and Mr. Spacely in "" (1990) when their previous voice actors George O'Hanlon and Mel Blanc both died during production; he had been working at his local radio station in Pennsylvania when he received the call to travel to California and complete the dialogue. He also voiced George Jetson in the theme park attraction "The Funtastic World of Hanna-Barbera". By the mid-1990s, Bergman decided to not continue voicing the Looney Tunes, due to reluctance about relocating to Los Angeles. At the time, he was living in Pittsburgh so Warner Bros. hired other voice actors such as Joe Alaskey (who was the first person to replace Blanc as the voice of Yosemite Sam in "Who Framed Roger Rabbit" in 1988), Greg Burson, Bob Bergen, Billy West and Blanc's son Noel Blanc.


title: Jeff Bergman

text: Throughout the 1990s and 2000s, Bergman continued voicing various Hanna-Barbera characters, namely Fred Flintstone, in newer specials such as "" following Henry Corden's retirement from the role in 2000, only understudying the voices of the Looney Tunes in times when Alaskey and West were not available. In 2003, he voiced Bugs in a sketch on the NBC comedy show "Saturday Night Live". Eventually, after almost 20 years, and after sporadically appearing as the Looney Tunes characters for nearly two decades, he returned as the voice of Bugs Bunny, Daffy Duck, Foghorn Leghorn, Sylvester the Cat, Pepé Le Pew and Tweety in 2011's "The Looney Tunes Show". He also returned for the 2015 series "New Looney Tunes", voicing Bugs, Foghorn, Sylvester and Elmer Fudd, as well as other minor characters such as Michigan J. Frog. He also voices some characters in "Looney Tunes Cartoons"; Eric Bauza voices Bugs, Daffy, and Tweety for that series, with Bergman handling Foghorn, Sylvester and Elmer Fudd.


title: Jeff Bergman

text: Bergman is a recurring cast member on "Family Guy", usually voicing Fred Flintstone and Sylvester the Cat, as well as "The Cleveland Show" and "American Dad!".


title: Jeff Bergman

text: Bergman had a recurring role as a radio intern Gus Kahana on the AMC comedy-drama "Remember WENN," which aired in the late 1990s. He also provided the voice of Zap in "", "", "", "", "," and "".


title: Jeff Bergman

text: More recently, Bergman became the new voice of Eustace Bagge in the "Courage the Cowardly Dog"/"Scooby-Doo" crossover, "", replacing the previous voice actors, the late Lionel Wilson and the late Arthur Anderson.


title: Jeff Bergman

text: Jeff Bergman has voiced many characters over his time. The ones most notable are Bugs Bunny, Daffy Duck, Sylvester the Cat, Tweety, Foghorn Leghorn, Elmer Fudd, Porky Pig, Marvin the Martian, Pepé Le Pew, Taz, Yosemite Sam, Speedy Gonzales, Yogi Bear, Huckleberry Hound, Quick Draw McGraw, Snagglepuss, Boo Boo, Ranger Smith, Wally Gator, Pixie and Dixie, Baba Looey, Mr. Jinks, Top Cat, Officer Dibble, Peter Potamus, So-So, George Jetson, Elroy Jetson, Astro, Mr. Spacely, Fred Flintstone, Barney Rubble, Dino, Lippy the Lion, Hadji, Dr. Benton C. Quest, Race Bannon, Squiddly Diddly, Fleegle, Bingo, Drooper and Droopy.


title: Learning disability

text: Learning disability, learning disorder, or learning difficulty (British English) is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a lack of ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while difficulties such as dyslexia and dyspraxia are usually referred to as "learning difficulties".


title: Learning disability

text: While "learning disability" and "learning disorder" are often used interchangeably, they differ in many ways. Disorder refers to significant learning problems in an academic area. These problems, however, are not enough to warrant an official diagnosis. Learning disability, on the other hand, is an official clinical diagnosis, whereby the individual meets certain criteria, as determined by a professional (such as a psychologist, psychiatrist, speech language pathologist, or pediatrician). The difference is in degree, frequency, and intensity of reported symptoms and problems, and thus the two should not be confused. When the term "learning disorder" is used, it describes a group of disorders characterized by inadequate development of specific academic, language, and speech skills. Types of learning disorders include reading (dyslexia), arithmetic (dyscalculia) and writing (dysgraphia).


title: Learning disability

text: The unknown factor is the disorder that affects the brain's ability to receive and process information. This disorder can make it problematic for a person to learn as quickly or in the same way as someone who is not affected by a learning disability. People with a learning disability have trouble performing specific types of skills or completing tasks if left to figure things out by themselves or if taught in conventional ways.


title: Learning disability

text: Individuals with learning disabilities can face unique challenges that are often pervasive throughout the lifespan. Depending on the type and severity of the disability, interventions, and current technologies may be used to help the individual learn strategies that will foster future success. Some interventions can be quite simplistic, while others are intricate and complex. Current technologies may require student training to be effective classroom supports. Teachers, parents, and schools can create plans together that tailor intervention and accommodations to aid the individuals in successfully becoming independent learners. A multi-disciplinary team frequently helps to design the intervention and to coordinate the execution of the intervention with teachers and parents. This team frequently includes school psychologists, special educators, speech therapists (pathologists), occupational therapists, psychologists, ESL teachers, literacy coaches, and/or reading specialists.


title: Learning disability

text: Representatives of organizations committed to the education and welfare of individuals with learning disabilities are known as National Joint Committee on Learning Disabilities (NJCLD). The NJCLD used the term 'learning disability' to indicate a discrepancy between a child's apparent capacity to learn and their level of achievement. Several difficulties existed, however, with the NJCLD standard of defining learning disability. One such difficulty was its belief of central nervous system dysfunction as a basis of understanding and diagnosing learning disability. This conflicted with the fact that many individuals who experienced central nervous system dysfunction, such as those with cerebral palsy, did not experience disabilities in learning. On the other hand, those individuals who experienced multiple handicapping conditions along with learning disability frequently received inappropriate assessment, planning, and instruction. The NJCLD notes that it is possible for learning disability to occur simultaneously with other handicapping conditions, however, the two should not be directly linked together or confused.


title: Learning disability

text: The 2002 LD Roundtable produced the following definition:The issue of defining learning disabilities has generated significant and ongoing controversy. The term "learning disability" does not exist in DSM-IV, but it has been added to the DSM-5. The DSM-5 does not limit learning disorders to a particular diagnosis such as reading, mathematics, or written expression. Instead, it is a single diagnosis criterion describing drawbacks in general academic skills and includes detailed specifiers for the areas of reading, mathematics, and written expression.


title: Learning disability

text: In the United States and Canada, the terms learning disability and learning disorder (LD) refer to a group of disorders that affect a broad range of academic and functional skills including the ability to speak, listen, read, write, spell, reason, organize information, and do math. People with learning disabilities generally have intelligence that is average or higher.


title: Learning disability

text: The Section 504 of the Rehabilitation Act 1973, effective May 1977, guarantees certain rights to people with disabilities, especially in the cases of education and work, such being in schools, colleges and university settings.


title: Learning disability

text: The Individuals with Disabilities Education Act, formerly known as the Education for All Handicapped Children Act, is a United States federal law that governs how states and public agencies provide early intervention, special education and related services to children with disabilities. It addresses the educational needs of children with disabilities from birth to the age of 21. Considered as a civil rights law, states are not required to participate.


title: Learning disability

text: In Canada, the first association in support of children with learning disabilities was founded in 1962 by a group of concerned parents. Originally called the Association for Children with Learning Disabilities, the Learning Disabilities Association of Canada – LDAC was created to provide awareness and services for individuals with learning disabilities, their families, at work, and the community. Since education is largely the responsibility of each province and territory in Canada, provinces and territories have jurisdiction over the education of individuals with learning disabilities, which allows the development of policies and support programs that reflect the unique multicultural, linguistic, and socioeconomic conditions of its area.


title: Learning disability

text: In the UK, terms such as specific learning difficulty (SpLD), developmental dyslexia, developmental coordination disorder and dyscalculia are used to cover the range of learning difficulties referred to in the United States as "learning disabilities". In the UK, the term "learning disability" refers to a range of developmental disabilities or conditions that are almost invariably associated with more severe generalized cognitive impairment. "The Lancet" defines 'learning disability' as a "significant general impairment in intellectual functioning acquired during childhood", and states that roughly one in 50 British adults have one.


title: Learning disability

text: In Japan, acknowledgement and support for students with learning disabilities has been a fairly recent development, and has improved drastically since the start of the 21st Century. The first definition for learning disability was coined in 1999, and in 2001, the Enrichment Project for the Support System for Students with Learning Disabilities was established. Since then, there have been significant efforts to screen children for learning disabilities, provide follow-up support, and provide networking between schools and specialists.


title: Learning disability

text: The effects of having a learning disability or learning difference are not limited to educational outcomes: individuals with learning disabilities may experience social problems as well. Neuropsychological differences can affect the accurate perception of social cues with peers. Researchers argue persons with learning disabilities not only experience negative effects as a result of their learning distinctions, but also as a result of carrying a stigmatizing label. It has generally been difficult to determine the efficacy of special education services because of data and methodological limitations. Emerging research suggests adolescents with learning disabilities experience poorer academic outcomes even compared to peers who began high school with similar levels of achievement and comparable behaviors. It seems their poorer outcomes may be at least partially due to the lower expectations of their teachers; national data show teachers hold expectations for students labeled with learning disabilities that are inconsistent with their academic potential (as evidenced by test scores and learning behaviors). It has been said that there is a strong connection between children with a learning disability and their educational performance.


title: Learning disability

text: Many studies have been done to assess the correlation between learning disability and self-esteem. These studies have shown that an individual's self-esteem is indeed affected by their own awareness of their learning disability. Students with a positive perception of their academic abilities generally tend to have higher self-esteem than those who do not, regardless of their actual academic achievement. However, studies have also shown that several other factors can influence self-esteem. Skills in non-academic areas, such as athletics and arts, improve self-esteem. Also, a positive perception of one's physical appearance has also been shown to have positive effects of self-esteem. Another important finding is that students with learning disabilities are able to distinguish between academic skill and intellectual capacity. This demonstrates that students who acknowledge their academic limitations but are also aware of their potential to succeed in other intellectual tasks see themselves as intellectually competent individuals, which increases their self-esteem.


title: Learning disability

text: Research involving individuals with learning disabilities who exhibit challenging behaviors who are subsequently treated with antipsychotic medications provides little evidence that any benefits outweigh the risk.


title: Learning disability

text: The causes for learning disabilities are not well understood, and sometimes there is no apparent cause for a learning disability. However, some causes of neurological impairments include:


title: Learning disability

text: Learning disabilities can be identified by psychiatrists, speech language pathologists, school psychologists, clinical psychologists, counseling psychologists, neuropsychologists, speech language pathologists, and other learning disability specialists through a combination of intelligence testing, academic achievement testing, classroom performance, and social interaction and aptitude. Other areas of assessment may include perception, cognition, memory, attention, and language abilities. The resulting information is used to determine whether a child's academic performance is commensurate with their cognitive ability. If a child's cognitive ability is much higher than their academic performance, the student is often diagnosed with a learning disability. The DSM-IV and many school systems and government programs diagnose learning disabilities in this way (DSM-IV uses the term "disorder" rather than "disability").


title: Learning disability

text: Although the discrepancy model has dominated the school system for many years, there has been substantial criticism of this approach among researchers. Recent research has provided little evidence that a discrepancy between formally measured IQ and achievement is a clear indicator of LD. Furthermore, diagnosing on the basis of a discrepancy does not predict the effectiveness of treatment. Low academic achievers who do not have a discrepancy with IQ (i.e. their IQ scores are also low) appear to benefit from treatment just as much as low academic achievers who do have a discrepancy with IQ (i.e. their IQ scores are higher than their academic performance would suggest).


title: Learning disability

text: Since 1998 there have been attempts to create a reference index more useful than IQ to generate predicted scores on achievement tests. For example, for a student whose vocabulary and general knowledge scores matches their reading comprehension score a teacher could assume that reading comprehension can be supported through work in vocabulary and general knowledge. If the reading comprehension score is lower in the appropriate statistical sense it would be necessary to first rule out things like vision problems


title: Learning disability

text: Much current research has focused on a treatment-oriented diagnostic process known as response to intervention (RTI). Researcher recommendations for implementing such a model include early screening for all students, placing those students who are having difficulty into research-based early intervention programs, rather than waiting until they meet diagnostic criteria. Their performance can be closely monitored to determine whether increasingly intense intervention results in adequate progress. Those who respond will not require further intervention. Those who do not respond adequately to regular classroom instruction (often called "Tier 1 instruction") and a more intensive intervention (often called "Tier 2" intervention) are considered "non-responders." These students can then be referred for further assistance through special education, in which case they are often identified with a learning disability. Some models of RTI include a third tier of intervention before a child is identified as having a learning disability.


title: Learning disability

text: A primary benefit of such a model is that it would not be necessary to wait for a child to be sufficiently far behind to qualify for assistance. This may enable more children to receive assistance before experiencing significant failure, which may, in turn, result in fewer children who need intensive and expensive special education services. In the United States, the 2004 reauthorization of the Individuals with Disabilities Education Act permitted states and school districts to use RTI as a method of identifying students with learning disabilities. RTI is now the primary means of identification of learning disabilities in Florida.


title: Learning disability

text: The process does not take into account children's individual neuropsychological factors such as phonological awareness and memory, that can inform design instruction. By not taking into account specific cognitive processes, RTI fails to inform educators about a students' relative strengths and weaknesses Second, RTI by design takes considerably longer than established techniques, often many months to find an appropriate tier of intervention. Third, it requires a strong intervention program before students can be identified with a learning disability. Lastly, RTI is considered a regular education initiative and consists of members of general education teachers, in conjunction with other qualified professionals. Occupational therapists in particular can support students in the educational setting by helping children in academic and non-academic areas of school including the classroom, recess and meal time. They can provide strategies, therapeutic interventions, suggestions for adaptive equipment, and environmental modifications. Occupational therapists can work closely with the child's teacher and parents to facilitate educational goals specific to each child under an RTI and/or IEP.


title: Learning disability

text: Demographers in the United States report that there has been a significant increase in immigrant children in the United States over the past two decades. This information is vital because it has been and will continue to affect both students and how educators approach teaching methods. Various teaching strategies are more successful for students that are linguistic or culturally diverse versus traditional methods of teaching used for students whose first language is English. It is then also true that the proper way to diagnose a learning disability in English language learners (ELL) differs. In the United States, there has been a growing need to develop the knowledge and skills necessary to provide effective school psychological services, specifically for those professionals who work with immigrant populations.


title: Learning disability

text: Currently, there are no standardized guidelines for the process of diagnosing ELL with specific learning disabilities (SLD). This is a problem since many students will fall through the cracks as educators are unable to clearly assess if a student's delay is due to a language barrier or true learning disability. With an unclear diagnosis, many students will suffer because they will not be provided with the tools they need to succeed in the public education school system. For example, in many occasions teachers have suggested retention or have taken no action at all when they lack experience working with English language learners. Students were commonly pushed toward testing, based on an assumption that their poor academic performance or behavioral difficulties indicated a need for special education. Linguistically responsive psychologist understand that second language acquisition is a process and they understand how to support ELLs' growth in language and academically. When ELLs are referred for a psychoeducational assessment, it is difficult to isolate and disentangle what are the effects of the language acquisition process, from poor quality educational services, from what may be academic difficulties that result from processing disorders, attention problems, and learning disabilities. Additionally not having trained staff and faculty becomes more of an issue when staff is unaware of numerous types of psychological factors that immigrant children in the U.S dealing could be potentially dealing with. These factors that include acculturation, fear and/or worry of deportation, separation from social supports such as parents, language barriers, disruptions in learning experiences, stigmatization, economic challenge, and risk factors associated with poverty. In the United States, there are no set policies mandating that all districts employ bilingual school psychologist, nor are schools equipped with specific tools and resources to assist immigrant children and families. Many school districts do not have the proper personnel that is able to communicate with this population.


title: Learning disability

text: A well trained bilingual school psychologist will be able to administer and interpret assessment all psychological testing tool. Also, an emphasis is placed on informal assessment measures such as language samples, observations, interviews, and rating scales as well as curriculum-based measurement to complement information gathered from formal assessments. A compilation of these tests is used to assess whether an ELL student has a learning disability or merely is academically delayed because of language barriers or environmental factors. It is very unfortunate that many schools do not have school psychologist with the proper training nor access to appropriate tools. Also, many school districts frown upon taking the appropriate steps to diagnosing ELL students.


title: Learning disability

text: Many normed assessments can be used in evaluating skills in the primary academic domains: reading, including word recognition, fluency, and comprehension; mathematics, including computation and problem solving; and written expression, including handwriting, spelling and composition.


title: Learning disability

text: The most commonly used comprehensive achievement tests include the Woodcock-Johnson IV (WJ IV), Wechsler Individual Achievement Test II (WIAT II), the Wide Range Achievement Test III (WRAT III), and the Stanford Achievement Test–10th edition. These tests include measures of many academic domains that are reliable in identifying areas of difficulty.


title: Learning disability

text: In the reading domain, there are also specialized tests that can be used to obtain details about specific reading deficits. Assessments that measure multiple domains of reading include Gray's Diagnostic Reading Tests–2nd edition (GDRT II) and the Stanford Diagnostic Reading Assessment. Assessments that measure reading subskills include the Gray Oral Reading Test IV – Fourth Edition (GORT IV), Gray Silent Reading Test, Comprehensive Test of Phonological Processing (CTOPP), Tests of Oral Reading and Comprehension Skills (TORCS), Test of Reading Comprehension 3 (TORC-3), Test of Word Reading Efficiency (TOWRE), and the Test of Reading Fluency. A more comprehensive list of reading assessments may be obtained from the Southwest Educational Development Laboratory.


title: Learning disability

text: The purpose of assessment is to determine what is needed for intervention, which also requires consideration of contextual variables and whether there are comorbid disorders that must also be identified and treated, such as behavioral issues or language delays. These contextual variables are often assessed using parent and teacher questionnaire forms that rate the students' behaviors and compares them to standardized norms.


title: Learning disability

text: However, caution should be made when suspecting the person with a learning disability may also have dementia, especially as people with Down's syndrome may have the neuroanatomical profile but not the associated clinical signs and symptoms. Examination can be carried out of executive functioning as well as social and cognitive abilities but may need adaptation of standardized tests to take account of special needs.


title: Learning disability

text: Learning disabilities can be categorized by either the type of information processing affected by the disability or by the specific difficulties caused by a processing deficit.


title: Learning disability

text: Learning disabilities fall into broad categories based on the four stages of information processing used in learning: input, integration, storage, and output. Many learning disabilities are a compilation of a few types of abnormalities occurring at the same time, as well as with social difficulties and emotional or behavioral disorders.


title: Learning disability

text: Deficits in any area of information processing can manifest in a variety of specific learning disabilities. It is possible for an individual to have more than one of these difficulties. This is referred to as comorbidity or co-occurrence of learning disabilities. In the UK, the term "dual diagnosis" is often used to refer to co-occurrence of learning difficulties.


title: Learning disability

text: Reading disorder is the most common learning disability. Of all students with specific learning disabilities, 70–80% have deficits in reading. The term "Developmental Dyslexia" is often used as a synonym for reading disability; however, many researchers assert that there are different types of reading disabilities, of which dyslexia is one. A reading disability can affect any part of the reading process, including difficulty with accurate or fluent word recognition, or both, word decoding, reading rate, prosody (oral reading with expression), and reading comprehension. Before the term "dyslexia" came to prominence, this learning disability used to be known as "word blindness."


title: Learning disability

text: Common indicators of reading disability include difficulty with phonemic awareness—the ability to break up words into their component sounds, and difficulty with matching letter combinations to specific sounds (sound-symbol correspondence).


title: Learning disability

text: The DSM-IV-TR criteria for a disorder of written expression is writing skills (as measured by a standardized test or functional assessment) that fall substantially below those expected based on the individual's chronological age, measured intelligence, and age-appropriate education, (Criterion A). This difficulty must also cause significant impairment to academic achievement and tasks that require composition of written text (Criterion B), and if a sensory deficit is present, the difficulties with writing skills must exceed those typically associated with the sensory deficit, (Criterion C).


title: Learning disability

text: Individuals with a diagnosis of a disorder of written expression typically have a combination of difficulties in their abilities with written expression as evidenced by grammatical and punctuation errors within sentences, poor paragraph organization, multiple spelling errors, and excessively poor penmanship. A disorder in spelling or handwriting without other difficulties of written expression do not generally qualify for this diagnosis. If poor handwriting is due to an impairment in the individuals' motor coordination, a diagnosis of developmental coordination disorder should be considered.


title: Learning disability

text: By a number of organizations, the term "dysgraphia" has been used as an overarching term for all disorders of written expression.


title: Learning disability

text: Sometimes called dyscalculia, a math disability involves difficulties such as learning math concepts (such as quantity, place value, and time), difficulty memorizing math facts, difficulty organizing numbers, and understanding how problems are organized on the page. Dyscalculics are often referred to as having poor "number sense".


title: Learning disability

text: Sternberg has argued that early remediation can greatly reduce the number of children meeting diagnostic criteria for learning disabilities. He has also suggested that the focus on learning disabilities and the provision of accommodations in school fails to acknowledge that people have a range of strengths and weaknesses, and places undue emphasis on academic success by insisting that people should receive additional support in this arena but not in music or sports. Other research has pinpointed the use of resource rooms as an important—yet often politicized component of educating students with learning disabilities.


title: Learning disability

text: Schools in the United States have a legal obligation to new arrivals to the country, including undocumented students. The landmark Supreme Court ruling Plyler v. Doe (1982) grants all children, no matter their legal status, the right to a free education. This ruling suggests that as a country we acknowledge that we have a population of students with specific needs that differ from those of native speakers. Additionally specifically in regards to ELL's the supreme court ruling Lau v. Nichols (1974) stated that equal treatment in school did not mean equal educational opportunity. Thus if a school teaches a lesson in a language that students do not understand then they are effectively worthless. This ruling is also supported by English language development services provided in schools, but these rulings do not require the individuals that teach and provide services to have any specific training nor is licensing different from a typical teacher or services provider.


title: Learning disability

text: Learning disability theory is founded in the medical model of disability, in that disability is perceived as an individual deficit that is biological in origin. Researchers working within a social model of disability assert that there are social or structural causes of disability or the assignation of the label of disability, and even that disability is entirely socially constructed. Since the turn of the 19th century, education in the United States has been geared toward producing citizens who can effectively contribute to a capitalistic society, with a cultural premium on efficiency and science. More agrarian cultures, for example, do not even use learning ability as a measure of adult adequacy, whereas the diagnosis of learning disabilities is prevalent in Western capitalistic societies because of the high value placed on speed, literacy, and numeracy in both the labor force and school system.


title: Learning disability

text: There are three patterns that are well known in regards to mainstream students and minority labels in the United States:


title: Learning disability

text: In the present day, it has been reported that white districts have more children from minority backgrounds enrolled in special education than they do majority students. "It was also suggested that districts with a higher percentage of minority faculty had fewer minority students placed in special education suggesting that 'minority students are treated differently in predominantly white districts than in predominantly minority districts'".


title: Learning disability

text: Educators have only recently started to look into the effects of culture on learning disabilities. If a teacher ignores a student's culturally diverse background, the student will suffer in the class. "The cultural repertoires of students from cultural learning disorder backgrounds have an impact on their learning, school progress, and behavior in the classroom". These students may then act out and not excel in the classroom and will, therefore, be misdiagnosed: "Overall, the data indicates that there is a persistent concern regarding the misdiagnosis and inappropriate placement of students from diverse backgrounds in special education classes since the 1975".


title: Learning disability

text: Learning disabilities have a disproportionate identification of racial and ethnic minorities and students who have low socioeconomic status (SES). While some attribute the disproportionate identification of racial/ethnic minorities to racist practices or cultural misunderstanding, others have argued that racial/ethnic minorities are overidentified because of their lower status. Similarities were noted between the behaviors of "brain-injured" and lower class students as early as the 1960s. The distinction between race/ethnicity and SES is important to the extent that these considerations contribute to the provision of services to children in need.


title: Learning disability

text: While many studies have considered only one characteristic of the student at a time, or used district- or school-level data to examine this issue, more recent studies have used large national student-level datasets and sophisticated methodology to find that the disproportionate identification of African American students with learning disabilities can be attributed to their average lower SES, while the disproportionate identification of Latino youth seems to be attributable to difficulties in distinguishing between linguistic proficiency and learning ability. Although the contributing factors are complicated and interrelated, it is possible to discern which factors really drive disproportionate identification by considering a multitude of student characteristics simultaneously. For instance, if high SES minorities have rates of identification that are similar to the rates among high SES Whites, and low SES minorities have rates of identification that are similar to the rates among low SES Whites, we can know that the seemingly higher rates of identification among minorities result from their greater likelihood to have low SES. Summarily, because the risk of identification for White students who have low SES is similar to that of Black students who have low SES, future research and policy reform should focus on identifying the shared qualities or experiences of low SES youth that lead to their disproportionate identification, rather than focusing exclusively on racial/ethnic minorities. It remains to be determined why lower SES youth are at higher risk of incidence, or possibly just of identification, with learning disabilities.


title: Learning disability

text: A common misconception about those with learning disabilities is that they outgrow it as they enter adulthood. This is often not the case and most adults with learning disabilities still require resources and care to help manage their disability. One resource available is the Adult Basic Education (ABE) programs, at the state level. ABE programs are allotted certain amounts of funds per state in order to provide resources for adults with learning disabilities. This includes resources to help them learn basic life skills in order to provide for themselves. ABE programs also provide help for adults who lack a high school diploma or an equivalent. These programs teach skills to help adults get into the workforce or into a further level of education. There is a certain pathway that these adults and instructors should follow in order to ensure these adults have the abilities needed to succeed in life. Some ABE programs offer GED preparation programs to support adults through the process to get a GED. It is important to note that ABE programs do not always have the expected outcome on things like employment. Participants in ABE programs are given tools to help them succeed and get a job but, employment is dependent on more than just a guarantee of a job post-ABE. Employment varies based on the level of growth a participant experiences in an ABE program, the personality and behavior of the participant, and the job market they are entering into following completion of an ABE program.


title: Learning disability

text: Another program to assist adults with disabilities are federal programs called "home and community based services" (HCBS). Medicaid funds these programs for many people through a fee waiver system, however, there are still lots of people on a stand-by list. These programs are primarily used for adults with Autism Spectrum Disorders. HCBS programs offer service more dedicated to caring for the adult, not so much providing resources for them to transition into the workforce. Some services provided are: therapy, social skills training, support groups, and counseling.


title: Learning disability

text: People with an IQ lower than 70 are usually characterized as having an intellectual disability and are not included under most definitions of learning disabilities because their difficulty in learning are considered to be related directly to their overall low intelligence.


title: Learning disability

text: Attention-deficit hyperactivity disorder (ADHD) is often studied in connection with learning disabilities, but it is not actually included in the standard definitions of learning disabilities. Individuals with ADHD may struggle with learning, but can often learn adequately once successfully treated for the ADHD. A person can have ADHD but not learning disabilities or have learning disabilities without having ADHD. The conditions can co-occur.


title: Learning disability

text: People diagnosed with ADHD sometimes have impaired learning. Some of the struggles people with ADHD have might include lack of motivation, high levels of anxiety, and the inability to process information. There are studies that suggest people with ADHD generally have a positive attitude toward academics and, with medication and developed study skills, can perform just as well as individuals without learning disabilities. Also, using alternate sources of gathering information, such as websites, study groups and learning centers, can help a person with ADHD be academically successful.


title: Learning disability

text: Before the discovery of ADHD, it was technically included in the definition of LDs since it has a very pronounced effect on the "executive functions" required for learning. Thus historically, ADHD was not clearly distinguished from other disabilities related to learning. Therefore, when a person presents with difficulties in learning, ADHD should be considered as well. Scientific research continues to explore the traits, struggles, effective learning styles and comorbid LDs of those with ADHD.


title: Li Bai

text: Li Bai (, 701–762), also known as Li Bo, courtesy name Taibai (), was a Chinese poet, acclaimed from his own time to the present as a brilliant and romantic figure who took traditional poetic forms to new heights. He and his friend Du Fu (712–770) were two of the most prominent figures in the flourishing of Chinese poetry in the Tang dynasty, which is often called the "Golden Age of Chinese Poetry". The expression "Three Wonders" denotes Li Bai's poetry, Pei Min's swordplay, and Zhang Xu's calligraphy.


title: Li Bai

text: Around 1000 poems attributed to Li are extant. His poems have been collected into the most important Tang dynasty poetry, "Heyaue yingling ji", compiled in 753 by Yin Fan. Thirty-four of Li Bai’s poems are included in the anthology "Three Hundred Tang Poems", which was first published in the 18th century. Around the same time, translations of his poems began to appear in Europe. The poems were models for celebrating the pleasures of friendship, the depth of nature, solitude, and the joys of drinking wine. Among the most famous are "Waking from Drunkenness on a Spring Day", "The Hard Road to Shu", and "Quiet Night Thought", which are still taught in schoolbooks in China. In the West, multilingual translations of Li's poems continue to be made. His life has even taken on a legendary aspect, including tales of drunkenness, chivalry, and the well-known tale that Li drowned when he reached from his boat to grasp the moon's reflection in the river while drunk.


title: Li Bai

text: Much of Li's life is reflected in his poetry, the poems are about places he visited, friends whom he saw off on journeys to distant locations perhaps never to meet again, his own dream-like imaginations embroidered with shamanic overtones, current events of which he had news, descriptions taken from nature in a timeless moment of poetry, and so on. However, of particular importance are the changes in the times through which he lived. His early poetry took place in the context of a "golden age" of internal peace and prosperity in the Tang dynasty, under the reign of an emperor who actively promoted and participated in the arts. This ended with the beginning with the rebellion of general An Lushan. His rebellion lead most of Northern China to be devastated by war and famine. Li's poetry during this period has taken new tones and qualities. Unlike his younger friend Du Fu, Li did not live to see the end of the chaos. However, much of Li's poetry has survived, retaining enduring popularity in mainland China and Taiwan. Li Bai is depicted in the "Wu Shuang Pu" (無雙譜, "Table of Peerless Heroes") by Jin Guliang.


title: Li Bai

text: Li Bai's name has been romanized as Li Bai, Li Po, Li Bo (romanizations of Standard Chinese pronunciations), and Ri Haku (a romanization of the Japanese pronunciation). The varying Chinese romanizations are due to the facts that his given name (白) has two pronunciations in Standard Chinese: the literary reading "bó" () and the colloquial reading "bái"; and that earlier authors used Wade–Giles while modern authors prefer pinyin. The reconstructed version of how he and others during the Tang dynasty would have pronounced this is "Bhæk". His courtesy name was Taibai (太白), literally "Great White", as the planet Venus was called at the time. This has been romanized variously as "Li Taibo", "Li Taibai", "Li Tai-po", among others. The Japanese pronunciation of his name and courtesy name may be romanized as "Ri Haku" and "Ri Taihaku" respectively.


title: Li Bai

text: He is also known by his art name ("hao") "Qīnglián Jūshì" (), meaning "Householder of Azure Lotus", or by the nicknames "Immortal Poet" (Poet Transcendent; Wine Immortal (), Banished Transcendent (), Poet-Knight-errant (, or "Poet-Hero").


title: Li Bai

text: The two "Books of Tang", "The Old Book of Tang" and "The New Book of Tang", remain the primary sources of bibliographical material on Li Bai. Other sources include internal evidence from poems by or about Li Bai, and certain other sources, such as the preface to his collected poems by his relative and literary executor, Li Yangbin.


title: Li Bai

text: Li Bai is generally considered to have been born in 701, in Suyab (碎葉) of ancient Chinese Central Asia (present-day Kyrgyzstan), where his family had prospered in business at the frontier. Afterwards, the family under the leadership of his father, Li Ke (李客), moved to Jiangyou (江油), near modern Chengdu, in Sichuan, when the youngster was about five years old. There is some mystery or uncertainty about the circumstances of the family's relocations, due to a lack of legal authorization which would have generally been required to move out of the border regions, especially if one's family had been assigned or exiled there.


title: Li Bai

text: Two accounts given by contemporaries Li Yangbing (a family relative) and Fan Chuanzheng state that Li's family was originally from what is now southwestern Jingning County, Gansu. Li's ancestry is traditionally traced back to Li Gao, the noble founder of the state of Western Liang. This provides some support for Li's own claim to be related to the Li dynastic royal family of the Tang dynasty: the Tang emperors also claimed descent from the Li rulers of West Liang. This family was known as the Longxi Li lineage (隴西李氏). Evidence suggests that during the Sui dynasty, Li's own ancestors, at that time for some reason classified socially as commoners, were forced into a form of exile from their original home (in what is now Gansu) to some location or locations further west. During their exile in the far west, the Li family lived in the ancient Silk Road city of Suiye (Suyab, now an archeological site in present-day Kyrgyzstan), and perhaps also in Tiaozhi (), a state near modern Ghazni, Afghanistan. These areas were on the ancient Silk Road, and the Li family were likely merchants. Their business was quite prosperous.


title: Li Bai

text: In one hagiographic account, while Li Bai's mother was pregnant with him, she had a dream of a great white star falling from heaven. This seems to have contributed to the idea of his being a banished immortal (one of his nicknames). That the Great White Star was synonymous with Venus helps to explain his courtesy name: "Tai Bai", or "Venus".


title: Li Bai

text: Li is known to have married four times. His first marriage, in 727, in Anlu, Hubei, was to the granddaughter of a former government minister. His wife was from the well-connected Wú (吳) family. Li Bai made this his home for about ten years, living in a home owned by his wife's family on Mt. Bishan (碧山). In 744, he married for the second time in what now is the Liangyuan District of Henan. This marriage was to another poet, surnamed Zong (宗), with whom he both had children and exchanges of poems, including many expressions of love for her and their children. His wife, Zong, was a granddaughter of Zong Chuke (宗楚客, died 710), an important government official during the Tang dynasty and the interregnal period of Wu Zetian.


title: Li Bai

text: In 705, when Li Bai was four years old, his father secretly moved his family to Sichuan, near Chengdu, where he spent his childhood. Currently, there is a monument commemorating this in Zhongba Town, Jiangyou, Sichuan province (the area of the modern province then being known as Shu, after a former independent state which had been annexed by the Sui dynasty and later incorporated into the Tang dynasty lands). The young Li spent most of his growing years in Qinglian (青莲; lit. "Blue [also translated as 'green', 'azure', or 'nature-coloured'] Lotus"), a town in Chang-ming County, Sichuan, China. This now nominally corresponds with Qinglian Town (青蓮鎮) of Jiangyou County-level city, in Sichuan.


title: Li Bai

text: The young Li read extensively, including Confucian classics such as "The Classic of Poetry (Shijing)" and the "Classic of History (Shujing)", as well as various astrological and metaphysical materials which Confucians tended to eschew, though he disdained to take the literacy exam. Reading the "Hundred Authors" was part of the family literary tradition, and he was also able to compose poetry before he was ten. The young Li also engaged in other activities, such as taming wild birds and fencing. His other activities included riding, hunting, traveling, and aiding the poor or oppressed by means of both money and arms. Eventually, the young Li seems to have become quite skilled in swordsmanship; as this autobiographical quote by Li himself both testifies to and also helps to illustrate the wild life that he led in the Sichuan of his youth:


title: Li Bai

text: Before he was twenty, Li had fought and killed several men, apparently for reasons of chivalry, in accordance with the knight-errant tradition ("youxia").


title: Li Bai

text: In 720, he was interviewed by Governor Su Ting, who considered him a genius. Though he expressed the wish to become an official, he never took the civil service examination.


title: Li Bai

text: In his mid-twenties, about 725, Li Bai left Sichuan, sailing down the Yangzi River through Dongting Lake to Nanjing, beginning his days of wandering. He then went back up-river, to Yunmeng, in what is now Hubei, where his marriage to the granddaughter of a retired prime minister, Xu Yushi, seems to have formed but a brief interlude. During the first year of his trip, he met celebrities and gave away much of his wealth to needy friends.


title: Li Bai

text: In 730, Li Bai stayed at Zhongnan Mountain near the capital Chang'an (Xi'an), and tried but failed to secure a position. He sailed down the Yellow River, stopped by Luoyang, and visited Taiyuan before going home. In 735, Li Bai was in Shanxi, where he intervened in a court martial against Guo Ziyi, who was later, after becoming one of the top Tang generals, to repay the favour during the An Shi disturbances. By perhaps 740, he had moved to Shandong. It was in Shandong at this time that he became one of the group known as the "Six Idlers of the Bamboo Brook", an informal group dedicated to literature and wine. He wandered about the area of Zhejiang and Jiangsu, eventually making friends with a famous Daoist priest, Wu Yun. In 742, Wu Yun was summoned by the Emperor to attend the imperial court, where his praise of Li Bai was great.


title: Li Bai

text: Wu Yun's praise of Li Bai led Emperor Xuanzong (born Li Longji and also known as Emperor Minghuang) to summon Li to the court in Chang'an. Li's personality fascinated the aristocrats and common people alike, including another Taoist (and poet), He Zhizhang, who bestowed upon him the nickname the "Immortal Exiled from Heaven". Indeed, after an initial audience, where Li Bai was questioned about his political views, the Emperor was so impressed that he held a big banquet in his honor. At this banquet, the Emperor was said to show his favor, even to the extent of personally seasoning his soup for him.


title: Li Bai

text: Emperor Xuanzong employed him as a translator, as Li Bai knew at least one non-Chinese language. Ming Huang eventually gave him a post at the Hanlin Academy, which served to provide scholarly expertise and poetry for the Emperor.


title: Li Bai

text: When the emperor ordered Li Bai to the palace, he was often drunk, but quite capable of performing on the spot.


title: Li Bai

text: Li Bai wrote several poems about the Emperor's beautiful and beloved Yang Guifei, the favorite royal consort. A story, probably apocryphal, circulates about Li Bai during this period. Once, while drunk, Li Bai had gotten his boots muddy, and Gao Lishi, the most politically powerful eunuch in the palace, was asked to assist in the removal of these, in front of the Emperor. Gao took offense at being asked to perform this menial service, and later managed to persuade Yang Guifei to take offense at Li's poems concerning her. At the persuasion of Yang Guifei and Gao Lishi, Xuanzong reluctantly, but politely, and with large gifts of gold and silver, sent Li Bai away from the royal court. After leaving the court, Li Bai formally became a Taoist, making a home in Shandong, but wandering far and wide for the next ten some years, writing poems. Li Bai lived and wrote poems at Bishan (or Bi Mountain (碧山), today Baizhao Mountain (白兆山)) in Yandian, Hubei. Bi Mountain (碧山) in the poem "Question and Answer Amongst the Mountains" (山中问答 Shanzhong Wenda) refers to this mountain.


title: Li Bai

text: He met Du Fu in the autumn of 744, when they shared a single room and various activities together, such as traveling, hunting, wine, and poetry, thus established a close and lasting friendship. They met again the following year. These were the only occasions on which they met, in person, although they continued to maintain a relationship through poetry. This is reflected in the dozen or so poems by Du Fu to or about Li Bai which survive, and the one from Li Bai directed toward Du Fu which remains.


title: Li Bai

text: At the end of 755, the disorders instigated by the rebel general An Lushan burst across the land. The Emperor eventually fled to Sichuan and abdicated. During the confusion, the Crown Prince opportunely declared himself Emperor and head of the government. The An Shi disturbances continued (as they were later called, since they lasted beyond the death of their instigator, carried on by Shi Siming and others). Li Bai became a staff adviser to Prince Yong, one of Ming Huang's (Emperor Xuanzong's) sons, who was far from the top of the primogeniture list, yet named to share the imperial power as a general after Xuanzong had abdicated, in 756.


title: Li Bai

text: However, even before the empire's external enemies were defeated, the two brothers fell to fighting each other with their armies. Upon the defeat of the Prince's forces by his brother the new emperor in 757, Li Bai escaped, but was later captured, imprisoned in Jiujiang, and sentenced to death. The famous and powerful army general Guo Ziyi and others intervened; Guo Ziyi was the very person whom Li Bai had saved from court martial a couple of decades before. His wife, the lady Zong, and others (such as Song Ruosi) wrote petitions for clemency. Upon General Guo Ziyi's offering to exchange his official rank for Li Bai's life, Li Bai's death sentence was commuted to exile: he was consigned to Yelang. Yelang (in what is now Guizhou) was in the remote extreme southwestern part of the empire, and was considered to be outside the main sphere of Chinese civilization and culture. Li Bai headed toward Yelang with little sign of hurry, stopping for prolonged social visits (sometimes for months), and writing poetry along the way, leaving detailed descriptions of his journey for posterity. Notice of an imperial pardon recalling Li Bai reached him before he even got near Yelang. He had only gotten as far as Wushan, when news of his pardon caught up with him in 759.


title: Li Bai

text: When Li received the news of his imperial reprieve, he returned down the river to Jiangxi, passing on the way through Baidicheng, in Kuizhou Prefecture, still engaging in the pleasures of food, wine, good company, and writing poetry; his poem "" records this stage of his travels, as well as poetically mocking his enemies and detractors, implied in his inclusion of imagery of monkeys. Although Li did not cease his wandering lifestyle, he then generally confined his travels to Nanjing and the two Anhui cities of Xuancheng and Li Yang (in modern Zhao County). His poems of this time include nature poems and poems of socio-political protest. Eventually, in 762, Li's relative Li Yangbing became magistrate of Dangtu, and Li Bai went to stay with him there. In the meantime, Suzong and Xuanzong both died within a short period of time, and China had a new emperor. Also, China was involved in renewed efforts to suppress further military disorders stemming from the Anshi rebellions, and Li volunteered to serve on the general staff of the Chinese commander Li Guangbi. However, at age 61, Li became critically ill, and his health would not allow him to fulfill this plan.


title: Li Bai

text: The new Emperor Daizong named Li Bai the Registrar of the Left Commandant's office in 762. However, by the time that the imperial edict arrived in Dangtu, Anhui, Li Bai was already dead.


title: Li Bai

text: There is a long and fanciful tradition regarding his death, from uncertain Chinese sources, that Li Bai drowned after falling from his boat one day while drunk, as he tried to embrace the reflection of the moon in the Yangtze River. However, the actual cause appears to have been natural enough, although perhaps related to his hard-living lifestyle. Nevertheless, the legend has a place in Chinese culture.


title: Li Bai

text: Li Bai was also a skilled calligrapher, though there is only one surviving piece of his calligraphy work in his own handwriting that exists today. The piece is titled "Shàng yáng tái" ("Going Up To Sun Terrace"), a long scroll (with later addition of a title written by Emperor Huizong of Song and a postscript added by Qianlong Emperor himself); the calligraphy is housed in the Palace Museum in Beijing, China.


title: Li Bai

text: Even Li Bai and Du Fu, the two most famous and most comprehensively edited Tang poets, were affected by the destruction of the imperial Tang libraries and the loss of many private collections in the periods of turmoil (An Lushan Rebellion and Huang Chao Rebellion). Although many of Li Bai's poems have survived, even more were lost and there is difficulty regarding variant texts. One of the earliest endeavors at editing Li Bai's work was by his relative Li Yangbing, the magistrate of Dangtu, with whom he stayed in his final years and to whom he entrusted his manuscripts. However, the most reliable texts are not necessarily in the earliest editions. Song dynasty scholars produced various editions of his poetry, but it was not until the Qing dynasty that such collections as the "Quan Tangshi" ("Complete Tang Poems") made the most comprehensive studies of the then surviving texts.


title: Li Bai

text: Critics have focused on Li Bai's strong sense of the continuity of poetic tradition, his glorification of alcoholic beverages (and, indeed, frank celebration of drunkenness), his use of persona, the fantastic extremes of some of his imagery, his mastery of formal poetic rules—and his ability to combine all of these with a seemingly effortless virtuosity to produce inimitable poetry. Other themes in Li's poetry, noted especially in the 20th century, are sympathy for the common folk and antipathy towards needless wars (even when conducted by the emperor himself).


title: Li Bai

text: Li Bai had a strong sense of himself as being part of a poetic tradition. The "genius" of Li Bai, says one recent account, "lies at once in his total command of the literary tradition before him and his ingenuity in bending (without breaking) it to discover a uniquely personal idiom..." Burton Watson, comparing him to Du Fu, says Li's poetry, "is essentially backward-looking, that it represents more a revival and fulfillment of past promises and glory than a foray into the future." Watson adds, as evidence, that of all the poems attributed to Li Bai, about one sixth are in the form of "yuefu", or, in other words, reworked lyrics from traditional folk ballads. As further evidence, Watson cites the existence of a fifty-nine poem collection by Li Bai entitled "Gu Feng", or "In the Old Manner", which is, in part, tribute to the poetry of the Han and Wei dynasties. His admiration for certain particular poets is also shown through specific allusions, for example to Qu Yuan or Tao Yuanming, and occasionally by name, for example Du Fu.


title: Li Bai

text: A more general appreciation for history is shown on the part of Li Bai in his poems of the "huaigu" genre, or meditations on the past, wherein following "one of the perennial themes of Chinese poetry", "the poet contemplates the ruins of past glory".


title: Li Bai

text: John C. H. Wu observed that "while some may have drunk more wine than Li [Bai], no-one has written more poems about wine." Classical Chinese poets were often associated with drinking wine, and Li Bai was part of the group of Chinese scholars in Chang'an his fellow poet Du Fu called the "Eight Immortals of the Wine Cup." The Chinese generally did not find the moderate use of alcohol to be immoral or unhealthy. James J. Y Liu comments that "zui" in poetry "does not mean quite the same thing as 'drunk', 'intoxicated', or 'inebriated', but rather means being mentally carried away from one's normal preoccupations ..." Liu translates "zui" as "rapt with wine". The "Eight Immortals", however, drank to an unusual degree, though they still were viewed as pleasant eccentrics. Burton Watson concluded that "[n]early all Chinese poets celebrate the joys of wine, but none so tirelessly and with such a note of genuine conviction as Li [Bai]".


title: Li Bai

text: The following two poems, "Rising Drunk on a Spring Day, Telling My Intent" and "Drinking Alone by Moonlight", are among Li Bai's most famous and demonstrate different aspects of his use of wine and drunkenness.


title: Li Bai

text: An important characteristic of Li Bai's poetry "is the fantasy and note of childlike wonder and playfulness that pervade so much of it". Burton Watson attributes this to a fascination with the Taoist priest, Taoist recluses who practiced alchemy and austerities in the mountains, in the aim of becoming xian, or immortal beings. There is a strong element of Taoism in his works, both in the sentiments they express and in their spontaneous tone, and "many of his poems deal with mountains, often descriptions of ascents that midway modulate into journeys of the imagination, passing from actual mountain scenery to visions of nature deities, immortals, and 'jade maidens' of Taoist lore". Watson sees this as another affirmation of Li Bai's affinity with the past, and a continuity with the traditions of the Chuci and the early fu. Watson finds this "element of fantasy" to be behind Li Bai's use of hyperbole and the "playful personifications" of mountains and celestial objects.


title: Li Bai

text: The critic James J.Y. Liu notes "Chinese poets seem to be perpetually bewailing their exile and longing to return home. This may seem sentimental to Western readers, but one should remember the vastness of China, the difficulties of communication... the sharp contrast between the highly cultured life in the main cities and the harsh conditions in the remoter regions of the country, and the importance of family..." It is hardly surprising, he concludes, that nostalgia should have become a "constant, and hence conventional, theme in Chinese poetry."


title: Li Bai

text: Liu gives as a prime example Li's poem "A Quiet Night Thought" (also translated as "Contemplating Moonlight"), which is often learned by schoolchildren in China. In a mere 20 words, the poem uses the vivid moonlight and frost imagery to convey the feeling of homesickness. This translation is by Yang Xianyi and Dai Naidie:


title: Li Bai

text: Li Bai also wrote a number of poems from various viewpoints, including the personae of women. For example, he wrote several poems in the "Zi Ye", or "Lady Midnight" style, as well as Han folk-ballad style poems.


title: Li Bai

text: Li Bai is well known for the technical virtuosity of his poetry and the mastery of his verses. In terms of poetic form, "critics generally agree that Li [Bai] produced no significant innovations ... In theme and content also, his poetry is notable less for the new elements it introduces than for the skill with which he brightens the old ones."


title: Li Bai

text: Burton Watson comments on Li Bai's famous poem, which he translates "Bring the Wine": "like so much of Li [Bai]'s work, it has a grace and effortless dignity that somehow make it more compelling than earlier treatment of the same."


title: Li Bai

text: Li Bai's yuefu poems have been called the greatest of all time by Ming-dynasty scholar and writer Hu Yinglin.


title: Li Bai

text: Li Bai especially excelled in the Gushi form, or "old style" poems, a type of poetry allowing a great deal of freedom in terms of the form and content of the work. An example is his poem "蜀道難", translated by Witter Bynner as "Hard Roads in Shu". Shu is a poetic term for Sichuan, the destination of refuge that Emperor Xuanzong considered fleeing to escape the approaching forces of the rebel General An Lushan. Watson comments that, this poem, "employs lines that range in length from four to eleven characters, the form of the lines suggesting by their irregularity the jagged peaks and bumpy mountain roads of Sichuan depicted in the poem."


title: Li Bai

text: Li Bai was also noted as a master of the jueju, or cut-verse. Ming-dynasty poet Li Pan Long thought Li Bai was the greatest jueju master of the Tang dynasty.