Things I Know Essays - Frank Sinatra, , Term Papers

Things I Know I know that I cannot make someone love me. All I can do is be someone who can be loved. The rest is up to them. I know that no matter how much I care, some people just don't care back. I know that it takes years to build up trust, and only seconds to destroy it. I know that it's not what I have in my life, but but who I have in my life that counts. I know that I shouldn't compare myself to the best others can do, but to the best I can do. I know that it's taking me a long time to become the person I want to be. I know that it's easier to react than it is to think. I know that I should always leave loved ones with loving words. It may be the last time I see them. I know that I can keep going long after I think I can't. I know that I am responsible for what I do, no matter how I feel. I know that either I control my attitude or it takes over control of me. I know that learning to forgive takes practice. I know that money is a lousy way of keeping score. I know that my best friends and I can do anything or nothing and have the best time. I know that sometimes the people I expect to kick me when I am down will be the ones to help me get back up. I know that true friendship continues to grow, even over the longest distance. The same goes for true love. I know that just because someone doesn't love me the way I want them to, doesn't mean they don't love me with all they have. I know that no matter how good a friend someone is, they're going to hurt me every once in a while, and I must forgive them for that. I know that it isn't always enough to be forgiven by others. Sometimes I have to forgive myself. I know that no matter how bad my heart is broken, the world doesn't stop for my grief. I know that my background and circumstances may have influenced who I am, but I am responsible for who I become. I know that I don't have to change friends if I understand that friends change. I know that I shouldn't be so eager to find out a secret. It could change my life forever. I know that two people can look at the exact same thing and see something totally different. I know that no matter how many friends I have, I will feel lonely and lost at times . I know that my life can be changed in a matter of hours by people who don't even know me. I know that even when I think I have no more to give, when a friend cries out to me I will find the strength to help. I know that credentials on the wall do not make me a decent human being. I know that the people I care most about in life are taken from me too soon. I know that although the word love can have many different meanings, it loses value when over used. I know that I can do something in an instant that will give me a heartache for life. I know that love is not for me to keep, but to pass on to the next person I meet. I know most of all that I still have a LOT to learn to know everything.

Symbolism and Setting in The Great Gatsby Essays

Symbolism and Setting in The Great Gatsby Essays Symbolism and Setting in The Great Gatsby Essay Symbolism and Setting in The Great Gatsby Essay Essay Topic: The Great Gatsby The United States was a land filled with various opportunities in the 1920s. World War I was over and a multitude of people from all over the globe were coming to the United States vying for a new beginning. These people were all enchanted but the idea of The American Dream. The American Dream is the idea that every United States citizen should have an equal opportunity to achieve success and prosperity through hard work, determination, and initiative. It does not matter where you came from, all you need is a passion to succeed. This idea played a role in The Great Gatsby through the characters, symbolism, and settings in the story. The American Dream was an important part of the characters in the story. This idea greatly influenced their choices from how they lived to how they behaved. The wealthiest characters were Daisy and Tom Buchanan, and Jay Gatsby. These three believed they could do anything because they were in a class higher than everyone else. They only cared about what was occurring at the moment and never worried about the consequences of their actions. They were very greedy people and only cared about their possessions. This goes with the belief of the American Dream and that you can achieve anything if you put your mind to it. An example of this is how Tom cheats on Daisy with Myrtle Wilson. He does this because he only sees Daisy one of his belongings. I first met Tom Buchanan’s mistress. The fact that he had one was insisted upon wherever he was known. His acquaintances resented the fact that he turned up in popular restaurants with her and, leaving her at a table, sauntered about, chatt ing with whomsoever he knew (Fitzgerald, 27). Despite Tom and Myrtle being a part of two different social classes he continues to see her behind Daisys back. He does not care about his choices at the moment but they will eventually come back to bite him in the butt. Every weekend Gatsby throws outrageous parties to impress Daisy

Moral Obligation and Legal Duty Essay Example | Topics and Well Written Essays - 2500 words

Moral Obligation and Legal Duty - Essay Example â€Å"A civilized society's first line of defense is not the law, police and courts but customs, traditions and moral values. Behavioral norms, mostly transmitted by example, word of mouth and religious teachings, represent a body of wisdom distilled over the ages through experience and trial and error†2. Laws are primarily meant to safeguard the moral values of the nation, but this itself raises a number of challenges for the law-making agencies given the morals of a society alter with time depending upon the demands of the time. Coleridge said, â€Å"It would not be correct to say that every moral obligation involves a legal duty; but every legal duty is founded on a moral obligation. A legal common law duty is nothing else than the enforcing by law of that which is a moral obligation without legal enforcement†3. This paper reviews the English medical laws other than the law of clinical negligence with an intent to evaluate whether the extent to which the enforcers of these laws see a moral obligation to their duties. For this, the issues discussed include abortion and euthanasia. If they do so, that would mean that their legal duties are founded on moral obligations. In the last, the recent development of the law of human rights is commented upon from the standpoint of the very issue. Different theories of abortion have emerged over the years. Many people claim that abortion is morally justified since it is a legal procedure. â€Å"There is a subtle type of argumentation here that basically is saying that if it is legal, it is moral; and if it is legal and moral, then it is immoral to oppose it†4. A woman who involves herself in sex voluntarily and without the use of contraceptives, she in a way signs a bond with the fetus. â€Å"A contract entails the demonstrated existence of a reasonably (and reasonable) free will. If the fulfillment of the obligations in a contract between individuals could be life-threatening – it is fair an d safe to assume that no rational free will was involved†5. But a pregnancy happens as a result of rape or forced sex, it is morally feasible to terminate it since the mother never entered the contract willingly, thus rendering it invalid. This in turn justifies all measures taken to terminate the pregnancy before it reaches the stage when doing so would threaten the life of the mother. Judith Jarvis Thomson considers abortion impermissible but not on the grounds that most anti-abortionists base their claims on6 Abortion is not wrong because fetus is a human being and has a right to live, but it is impermissible because a woman carrying her pregnancy to term displays good samaritanism. From a moral standpoint, a woman that carries pregnancy to term generously takes care of the fetus by undergoing pain and labor while the fetus has the needs but not the rights but a woman, who terminates the pregnancy does not show this generosity and accordingly, does not take care of the need s of the fetus. â€Å"It is not the case that abortion violates the requirements of morality, therefore, but rather that continuing to incur the burdens involved in pregnancy goes beyond them†7. A woman’s ethical obligation to the fetus is inevitable irrespective of whether the abortion is legalized or not in a certain country8. One woman’s decision to terminate the pregnancy has a number of social implications, which challenges the perception that it is only

Marxism theory of the State Essay Example | Topics and Well Written Essays - 1750 words

Marxism theory of the State - Essay Example For instance, Marxism has different impacts compared to pluralism and elitism. However, Marxism is still the preferred theory for governance in countries like Russia and China. Supporters of Marxism in Russia argue that it creates balance in the society compared to pluralism and elitism1. Marxists advocate for the institution of political and legal structures that create a classless society. Karl Marx and Engels devised the theory after conducting several studies on the dynamics that shape the society. The two philosophers formulated the theory at a time when governments were struggling with political, social and economic structures in the society. The theory was an alternative to leadership that was failing in the society. Marx recommended the theory because it provided solutions to challenges that faced pluralism, elitism and feudalism. Based on initial literature review processes, it appears that Marxism is the most convincing theory for governance. Marxism political system Marxis m is a theory that puts the society into classes based on their economic capabilities. According to the theory, everyone in the society has a fundamental role to play in enhancing stability of the state2. The theory is opposed to totalitarian rule when the state has autonomy in controlling the social political and economic aspects of peoples’ life. Marx argues that discomfort of the masses has the possibility of destabilizing the society. Therefore, Marx suggests that measures should be enacted to enhance understanding amid different classes of the society. In Marxism, the classes are based on the individual’s access to the means of production. People who have the capacity to manipulate the factors of production are at the top of the class. The second group is the middle class identified as those who control the factors of production, but lack sufficient control as the upper class. The last group is the lower classes who partake in the production but they receive fewer benefits from the process. Authority serves at the behest of the class that owns wealth in a classified society. According to the theory, instability in the society results from class struggle. This means that there can never be peace as long as a particular group of people is dissatisfied with the administration. A need arises for people in authority to formulate measures for creating a balance in society to prevent conflicts from arising3. According to Marx, a shift in power is likely to happen whenever a particular class feels that the authorities do not represent their interests. Marxist approach allows individuals to take control of the factors of production in the society4. The theory enhances stability in the society because it encourages individuals to produce wealth that can be used by the community. According to Marx and Engels, the theory makes it easy for the ruling class to maintain stability in the society by quelling any form of discomfort among the classes in the so ciety. According to theory, a State is the authority that takes control over the other classes. The State is responsible for controlling the factors of production. Politics play a significant role in influencing economic activities of the classes. Interestingly, the ruling class constitutes the minority in the populace in several instances. However, the ruling class is influential based on their economic capability. The ruling class thrives at the ignorance of the middle class who comprise the bulk of the population yet they lack the capacity to control the State. Given their numerical strength, they can overthrow the government at will but they are unsuccessful because

The Criteria Used to Make Judgments in Evaluative Teaching Observation Research Paper

The Criteria Used to Make Judgments in Evaluative Teaching Observation - Research Paper Example The teacher noted that there were formatting issues with my PowerPoint that could be improved and that there was a spelling mistake. Again, these are issues that can detract from my lessons, so I was glad to get this feedback so that I can improve the formatting and fonts on my PowerPoint in later presentations. The observers did feel that I had good communication skills, and was approachable as a teacher, so I was happy to get this feedback as well. It seemed that the main areas for improvement were technical issues that can be easily fixed, as opposed to my overall teaching style, so it made me realize that my overall style of teaching is good. I just need to work on my technical issues, including my issues with formatting PowerPoint. These all focus upon the practice as a teacher, so in this paper, this will be the focus. I will also focus, in this paper, the explicit and implicit criteria that is used in evaluative teaching, and I will conclude by making recommendation for improv ing the process of teaching observation by focusing on making explicit the criteria by which judgments are made and empowering observer and observe to be in control of the feedback process. My teaching observations were in line with the research on the topic. Donnelly (2007) notes that peer observation of teaching is a necessary component for good practice in teaching and that dialogue and open debate are encouraged, and risk-taking is supported in teaching. Although I didn’t necessarily take risks with my teaching, when I was being observed, I did notice that there was a good dialogue between myself and my observers. They were more than happy to let me know when they liked something that I was doing, or if they thought that something needed to be improved upon, and this dialogue was very stimulating and enlightening. I also note that Gosling (2002) identified three different types of observations in teaching – evaluation, development and peer review. The evaluation is conducted by superiors and is a formal assessment of one’s competencies. This might take the form of annual appraisals and is used to manage employees. Development is used not to manage employees, but to give an overall overview of one’s teaching competencies. This is also conducted by a superior, and this review is also formal. The third kind, the peer review, is much less formal. This is observation and discussion, and the feedback, while critical, is considered to be non-judgmental and constructive. This takes place only in an atmosphere where both parties are genuine peers, and there is not a power imbalance between the two, and there are a mutuality and respect for one another. My experience definitely falls under the third assessment, as the observation was not a formal one, and there was not a formal assessment of my skills. It was non-judgmental and very gentle criticism that was extremely constructive. Moreover, the observation was truly a peer observation, w hich was helpful.

Subculture Theory Through Music Media Essay

Subculture Theory Through Music Media Essay The leading society did not tranquilly sit on the sidelines all through the period and observe the subcultures at play. What started as a response of puzzled bewilderment-caught in the pat phrase, the generation gap-turned out to be, over the years, a strong and intensified struggle. In the 1950s, youth came to represent the most advanced point of social change: youth was employed as a symbol for social change. The most tremendous trends in an altering society were identified by the societys taking its bearings from what youth was up to: youth was the front line party-of the classless, post-protestant, consumer society to come. This displacement of the tensions aggravated by social change on to youth was an uncertain maneuver. Social change was observed as normally helpful (youve not at all had it so good); however as well as eroding the conventional landmarks and undermining the sacred order and institutions of conventional society. It was consequently, from the first, escorted by f eelings of diffused as well as dispersed social anxiety. The limits of society were being redefined, its ethical contours redrawn, its basic relations (in particular, those class relations which for so long gave a hierarchical constancy to English life) transformed. As has been frequently remarked, movements which distress a societys normative contours mark the beginning of troubling times-particularly for those sections of the population who have made an irresistible promise to the continuance of the status quo. Troubling times, when social anxiety is extensive however fails to discover an organized public or political expression, cause the displacement of social anxiety on to convenient scapegoat groups. This is the source of the moral panic-a twisting in which the social groups who distinguish their world and position as threatened, recognize a responsible enemy, and come out as the vocal guardians of conventional values: moral entrepreneurs. It is not astonishing, then, that you th turned out to be the focus of this social anxiety-its displaced object. In the 1950s, and again in the early 1960s, the most noticeable and identifiable youth groups were involved in theatrical events which activated moral panics, focusing, in displaced form, societys quarrel with itself. Events associated with the rise of the Teds, and afterward, the motor-bike boys and the Mods, precipitated typical moral panics. Each event was observed as signifying, in microcosm, a wider or deeper social problem-the problem of youth all together. In this crisis of power, youth now played the part of symptom plus scapegoat. Moral panics of this order were mainly focused to start with, around Working-class youth. The firmly organized sub-cultures-Teds, Mods, etc.-represented merely the most noticeable targets of this reaction. Alongside these, we have to recall the way youth became linked, in the 1958 Notting Hill riots, with that further submerged and displaced topic of social anxiety-race; and the general anxiety regarding rising delinquency, the rising rate of juvenile involvement in crime, the panics concerning violence in the schools, destruction, gang fights, and football hooliganism. Reaction to these and further signs of youth took various forms: from modifications to the Youth Service and the extension of the social work agencies, through the protracted debate regarding the decline in the influence of the family, the clampdowns on absence and indiscipline in the schools, to the Judges remarks, in the Mods vs. Rockers trial, that they were nothing superior than Sawdust Caesars. The waves of moral panic arrived at new heights with the appearance of the territorial-based Skinheads, the football uprisings and destruction of railway property. To this was added, a set of moral panics of a new sort in which particular genres of popular music have sparked controversy and opposition, both upon their appearance and intermittently since: rock n roll in the mid-1950s, psychedelic rock in the late 1960s, disco and punk in the 1970s, heavy metal and rap in the 1980s, to name merely the better known instances. Criticism has centered variously on the power of such genres on youthful values, attitudes as well as behavior through the musics (apparent) sexuality and sexism, nihilism and violence, black magic, obscenity, plus anti-Christian nature. The political edge of popular music has been partially the outcome of this antagonistic reaction frequently accorded to the music and its connected causes and followers, helping to politicize the musicians and their fans. Whereas such episodes are a standard part of the history of rock music, hardly ever are their nature and cultural importance more completely teased out. Besides on-going debates over the consequences and influence of rock, there have forever been attempts to harness the music to social plus political ends, and arguments around the validity of ideas of rock as an empowering and political force. To place such opposition to rock music in framework, it is significant to admit that popular culture on the whole has historically been the target of fault, denunciation and regulation. In the 1930s, in accordance with the Payne studies in the United States and similar studies elsewhere, the cinema was having harmful effects on childrens health, attitudes to authority and hold on realism; in the 1950s, psychologist Frederic Werthams powerful best-seller, Seduction of the Innocent, quarreled for a direct causal association between comic books and juvenile delinquency; whereas since the 1960s television (and video) has turned into the favored whipping medium, accused of warping imaginations, heartening violence, and turning us all into couch pota toes (Gilbert, 1986; Shuker and Openshaw, 1991). It is value adding that music hall, jazz, and further innovative forms of popular music were as well all stigmatized in their day. Concern over new media along with the activities of their youthful consumers appears to periodically reach a peak, often linked with boundary crises, periods of vagueness and strain in society, which show the way to attempts to more obviously set up moral boundaries. In numerous instances, such boundary crises are forms of moral panic, an idea popularized by sociologist Stanley Cohens now classic study of mods and rockers in the United Kingdom. In Folk Devils and Moral Panics, Cohen utters that a period of moral panic takes place when: A condition, episode, person or group of persons emerges to become defined as a threat to societal values and interests; its nature is presented in a stylized and stereotypical fashion by the mass media; the moral barricades are manned by editors, bishops, politicians and other right-thinking people; socially accredited experts pronounce their diagnoses and solutions; ways of coping are evolved or (more often) resorted to; the condition then disappears, submerges or deteriorates and becomes more visible. Sometimes the object of the panic is quite novel and at other times it is something which has been in existence long enough, but suddenly appears in the limelight. Sometimes the panic passes over and is forgotten, except in folk lore and collective memory; at other times it has more serious and long-lasting repercussions and might produce such changes as those in legal and social policy or even in the way the society conceives itself. (Cohen, 1980:9) The subsequent stage of Cohens view of moral panic is mainly important, concerning as it does the denial of the common sense view that the media just report what happens. Cohens own case study of the 1960s conflicts between mods and rockers in the UK (the folk devils of his title), demonstrated just such a procedure of the selection and presentation of news. The media reporting of the clashes simplified their causes, labeled and stigmatized the youth implicated, whipped up public feeling, and encouraged a retributive, restriction approach by those in authority. Investigativing the historical association between youth, antisocial approaches and behaviors, and popular music means, again, to believe culture as a political issue. At a deeper level moral panics around new media are incidents in cultural politics and the repeated reconstitution and contestation of cultural domination. Fundamental debates over popular comics, fiction, television, film, video and rock are a sequence of assumptions regarding popular or mass culture, which is often observed as completely opposed to a high culture custom. As this dichotomy is an uncertain foundation for assessing particular forms of culture, and such a difference is more and more difficult to continue in practice. The whole idea of a high-low culture distinction has to be regarded as a social construct, resting on class-based value judgments (Taylor, 1978). It is more suitable to inspect particular cultural forms in terms of both their formal qualities plus their social function for consumers, whilst keeping in mind the most important point that any assessment have to be primarily in terms pertinent to the group that produces and appreciates it. This is mainly the case with popular music (Shepherd, 1977). Both the music industry as well as the social context of the early 1950s was prepared for rock n roll. With fuller employment, general economic affluence, and their appearance as an imperative consumer group, teenagers started to demand their own music and clothes, and to build up a generational-based identity. Before 1956, popular music was subjugated by American sounds, typified by the recurrent image of the crooner. The music was mostly safe, solid stuff, what Cohn terms the palais age-the golden era of the big bands, when everything was soft, warm, sentimental, when everything was make believe (Cohn, 1970:11). There was little here for young people to recognize with, despite the fact that riot-provoking performers like Johnny Ray symbolized prototypes for rock. Even though rock music started with rock n roll in the mid-1950s, as Tosches (1984) documents it had been developing well prior to this, and was barely the only formation of Elvis Presley and Alan Freed. The expression rock n roll itself was popularized with its sexual connotations in the music of the 1920s. In 1922, blues singer Trixie Smith recorded My Daddy Rocks Me (With One Steady Roll) for Black Swan Records, and a variety of lyrical elaborations pursued from other artists through the 1930s and 1940s (Tosches, 1984:5-6). Rock n roll was fundamentally a mixture of two traditions: Negro rhythm and blues and white romantic crooning, colored beat and white sentiment (Cohn, 1970:11). Negro rhythm as well as blues was good-time music, danceable and unassuming. While extremely popular on rhythm and blues charts and radio stations, it achieved little airplay on white radio stations, and was often banned due to the explicit sexual content of songs for instance Hank Ballards Work With Me Annie, Billy Wards Sixty Minute Man, and the Penguins Baby Let Me Bang Your Box (Cohn, 1970:15). It is this connection between sex and rock n roll-the Devils music-which underpinned the ethical reaction to its popularization in the 1950s. In April 1954, Bill Haley made Rock Around the Clock. The record was a hit in America, then universal; ultimately selling fifteen million copies. Whilst it did not start rock, it did symbolize a critical symbol in the popularization of the new musical form. Rock Around the Clock was marked in the MGM movie Blackboard Jungle, the story of a young teacher at a tough New York school. The triumph of the film with teenage audiences, and the fame of Haleys song, caused Haley being signed to make a film of his own. Rock Around the Clock (1956) told how Bill Haley plus his band popularized rock n roll; however the thin story line (explained by Charles White as brain damage on celluloid!) was actually a platform for the rock acts on the soundtrack. The film showed extremely popular. Riots ensued at several screenings, as teenagers danced in the aisles and ripped up the seats, and a few countries banned the film. Haley was an unlikely hero for youth to imitate since his image (old, hairless, a nd chubby) barely matched the music, however others were waiting in the wings. In this brief summary, complex developments have to be reduced to their key moments. The triumph of Haley was one, the appearance of Chuck Berry and Little Richard another. Elvis Presleys Heartbreak Hotel (1956) was the major so far: His big contribution was that he brought it home just how economically powerful teenagers could really be. Before Elvis, rock had been a feature of vague rebellion. Once hed happened, it immediately became solid, self-contained, and then it spawned its own style in clothes and language and sex, a total independence in almost everything-all the things that are now taken for granted. (Cohn, 1970:23) Cohn is excessively enthusiastic regarding teenagers independence, however by the end of 1957 Elvis had grown into an annual twenty million dollars industry, and the procedure of homogenization of both the King and the music had started. The new music aggravated substantial criticism, with several older musicians disdainful of rock n roll. British jazzman Steve Race, writing in Melody Maker, asserted: Viewed as a social phenomenon, the current craze for rock n roll material is one of the most terrifying things ever to have happened to popular musicà ¢Ã¢â€š ¬Ã‚ ¦ Musically speaking, of course, the whole thing is laughableà ¢Ã¢â€š ¬Ã‚ ¦ It is a monstrous threat, both to the moral acceptance and the artistic emancipation of jazz. Let us oppose it to the end (Rogers, 1982:18). O=Old-fashioned band leader Mitch Miller criticized rock n roll as musical baby food, it is the worship of mediocrity, brought about by a passion for conformity (Gilbert, 1986:16). Other criticisms centered on the ethical threat, somewhat than the new teenage musics perceived aesthetic boundaries. To many, rock n roll came into view hostile and aggressive, typified by Elvis Presleys sensual moves. Conservative commentators desired to save the you th of America from the screaming, idiotic words, and savage music of these records (Story of Pop, 1974:17). The cultural implication of the moral panic over rap can be measured alongside the earlier arguments over rock n roll, gothic suicides, as well as obscenity in rock. There are significant distinctions and stresses to be drawn when unfolding rock n roll and the bodgies, the Dead Kennedys, the gothic cultists and rappers for example Ice-T in such terms. Not all folk devils are of completely hypothetical stature and not all can be honored the status of true moral panics. The bodgies appeared to be defined as a danger to established social values as well as interests in the late 1950s. They stood out partially as an outcome of the visibility of their cultural style in mostly conformist society, a style which reflected their low socio-economic position in a period of prosperity and the purposeful adoption of an anti social stance. In Cohens terms, the label bodgie obtained representative power through its media usage, being recognized as a local folk devil. Consequently, this symbol and its connected images of delinquent behavior were consolidated in the public stadium into a collective theme: the bodgie was exaggerated by press coverage so the scale of the phenomenon turned out to be conceived as extensive, and the public sensitized so that various incidents were associated with the initial incidents (which caused the perceived ethical threat). At this point, the control culture took a greater role, with police, Parliament, and judiciary all responding to curb and contain the threat. In the case of the bodgie, even the army became informally involved to neutralize a subculture that was regarded by some as fair game. In all this, as with other folk devils, the media transmitted a stereotype of the bodgie, giving the deviant group the appearance of a greater uniformity and magnitude than they actually possessed . The association between this treatment of a youth subculture and value laden conceptions of high-low culture was obviously obvious in the extensive condemnation of the bodgies preferred music, rock n roll, on both aesthetic and moral grounds. There was no conversation of why the rock n roll of Eddie Cochrane, Gene Vincent, Buddy Holly, and Elvis Presley appealed to the bodgies, specifically, the social functions the music performed in the subculture. As Willis observes of the British scene: It is difficult to evidence, but the motor-bike boys fundamental ontological security, style, gesture, speech, rough horseplay-their whole social ambience-seemed to owe something to the confidence and muscular style of early rock n roll (Willis, 1978:35). Informal interviews with former bodgies propose similar relations between musical styles and group values and identity, whereas twelve of Mannings fifteen bodgies owned motorbikes! If the bodgies and rock n roll carefully fit the traditional pattern of moral panics, the case of the Gothic cultists is much less clear-cut. Once more, the media at first fastened on and sensationalized a youth subculture, presenting the gothic cultists in a stylized and stereotyped way. Though the suicides which sparked off the flurry of press comment symbolized a definite human tragedy for those concerned, press coverage tended to too-easily make a causal connection between the suicides and the subculture and its music. This labeling process fits Cohens use of symbolization, however the process did not obtain the status of a collective theme. It soon became obvious that adolescent suicide was a multifaceted issue, and surely not an act which a style of music alone could be held accountable for. The scale of the incidents was as well a factor: three gothic suicides close together, with suggestions of death pacts, were clearly newsworthy. Once it became obvious though, that these we re an isolated episode, and the intricacies of suicide among adolescents started to be aired, the press rapidly lost interest. Further, the gothic subculture, (even supposinf it had such a collective standing) did not fit the folk devils image apparent in other moral panics over youth. However clearly not socially condoned, suicide constitutes a crime against the self somewhat than a threat to society in any criminal sense. Nor was the subculture linked with delinquent behavior; being seen quite in terms of a particular style of hair, clothing and makeup-weird, surely, but no more so than further historical and modern youth subcultural styles. Lastly, the reaction to the Gothic suicides barely represented a crisis of domination, requiring a reassertion of Cohens control culture. If the gothics were not folk devils, and scarcely comprised a full-blown moral panic, as a minimum their music fitted the conventional negative reaction accorded popular culture, particularly its more fringe variants. As with the bodgies preference for rock n roll, there was almost no severe press discussion of the reasons for the Gothic preference for music that was often simplistically typified as macabre and depressing (Dominion; 25 September 1988). It was as well too willingly assumed that the lyric content of songs was significant, ignoring the long debate on this point amongst consumers and critics of rock music. Similar points can be made in the case of the Dead Kennedys and rap, with both achieving the status of modern folk devils. The rap music of Ice-T and NWA, as well as the punk thrash of the Dead Kennedys were observed as obscene and politically intimidating to the status quo by its conservative critics. Raps position was complicated by being associated by many on the le ft with sexism and homophobia. So far, as Gilmore observes: While it is true that there are rap performers who deserve to be criticized for their misogyny and homophobia, it is also true that by and large rap addresses questions about race, community, self determination, drug abuse and the tragedy of violence in intelligent and probing ways and it does so with a degree of musical invention that no other form can match (Gilmore, 1990:13). One can as well point to a racist aspect in the attacks on rap. In the case of 2 Live Crew, for example, numerous commentators asked why a black group must be singled out for an obscenity prosecution in a state (Florida) where strip shows, pornographic videos and magazines are readily accessible. As with gothic music, the rap and thrash genres were observed in minority cult terms by their critics, and their song lyrics were eminent to a central position in the music. This was mainly obvious in press coverage of the Ice-T controversy. These case studies have demonstrated the interrelationships between youth subcultures, rock music, as well as moral panics mostly generated by the conservative right and fuelled-and at times constructed-by the media. The controversies surrounding rock and censorship have to be regarded as key battles in the ongoing struggle between the advocates of censorship and those of free speech. Though, assessment of the bodgies and rock n roll, gothic suicides, the Dead Kennedys and rap obscenity trials proposes that while the notion of moral panic is important in explaining such episodes, we should attend to variations and differences in their development. What needs to be elucidated is not merely the social causes and nature of particular moral panics, however why the society reacts to them, in the extreme way it does, at that specific historical conjunction. In their study Policing the Crisis, Hall et al. examine the discovery of mugging as a serious crime in the UK during 1972-1973. They c onclude that this episode constituted a moral panic, a panic which fits in almost every detail the process described by Cohen (Hall et al., 1978:23). Hall et al. argue that a moral panic occurs within what Gramsci describes as a developing crisis of hegemony (Gramsci, 1971), arising out of a particular historical context where the leading class is endeavoring to win power and consent through ideological means. Cohens stresses on the significance of labeling is still adhered to, as labels place and recognize the initial events so that these events are allocated to a context, to allow a mobilization of the meanings and connotations connected with that label. In Hall et als, explanation, the inspiration for labeling a particular phenomenon a moral panic is elucidated by the crisis of hegemony which is working within the society at that time. Relating this to moral panics around rock, is to locate them against the global appearance of a New Right, embracing free market politics and a moral cultural conservatism. As Grossberg observes of the US manifestation of this trend: The new conservatismà ¢Ã¢â€š ¬Ã‚ ¦is, in a certain sense, a matter of public language, of what can be said, of the limits of the allowable. This has made culture into a crucial terrain on which struggles over power, and the politics of the nation, are waged (Grossberg, 1992:162). As he concludes, this great effort involves a new type of regulation: a variety of attacks become tokens of a broader attack, not so much on the freedom of expression as on the freedom of distribution and circulationà ¢Ã¢â€š ¬Ã‚ ¦ (ibid: 163). The debates about the outcomes of rock and the linked calls for censorship of the music are a sharp memento of the force of rock as emblematic politics, operating in the cultural arena. In associated fashion, and debatably even more powerfully representing its cultural power, is the use of rock to declare and support political views as well as causes.

Why I Like Beethoven

Why I Like Beethoven! Why I Like Beethoven! I like Beethoven so much because he is a very great pianist and I love his music. He wrote songs for the piano, viola and violin. I really like his songs because they are defined with great beauty and I really like playing them. For example, Fur Elise is a beautiful song with a soft flowing sequence but with a fast strong section as well. I also like him because he is very persistent. Even though he went deaf at only the age of 22 yet he still went on to write more music. It would be such a hard experience to go through and still play and write music even though he couldn’t hear anything. People had to communicate with him by writing letters to him as he could not lip read and no one could do sign language so that was how he could talk to people. It would have been so hard to manage. Another thing I really liked about him was that he didn’t let anyone control his music. In that time musicians would ask people what music they would like them to play and write music to them. Beethoven didn’t do this he just wrote music to his own free will regardless of what anyone else thought. Altogether Beethoven was a brilliant musician. His music is written beautifully, even though he went deaf he remained competent to still write and play music and he was true to his music and didn’t let anyone control what he wrote. He was one of the best musicians that ever lived.

Non-Fiction: Useful and Informative

Non-fiction not only has the potential to make the world a better place, it actually does make the world a better place (poor intro, sorry). Non-fiction is everywhere – on the news, in newspapers, in books, and even on the internet. It is very useful and informative. If it was not for non-fiction, we would not know anything about our planet, and the events that are taking place in it. It is undoubted that non-fiction makes the world a better place. Firstly, non-fiction has already helped us evolve to the point that we are at now.So not only does it have the potential to make the world a better place, it has been forever helping us in our ambitions to make the world a better place, and will continue to do so. It has been around forever. In fact, cave paintings from about 32,000 years ago display a man coming home from a successful hunting trip, and they also showed what tools he used, so other people could do so as well. Things like this have been happening throughout history, up to this present day. Even things like science reports have helped many people, in many different says.Additionally, non-fiction is very informative. Not only does it let us know interesting facts, but also keeps you updated about events and affairs that are occurring in our world. Non-fiction is great because not only does it tell us about all this, but it is extremely easy to access. Simply watch the news on TV, buy a newspaper, or go on the internet, and you will be instantly inundated by interesting and useful facts. Finally, non-fiction books are very good for educating children.Non- action teaches kids about culture, historic moments in time, extraordinary people, and many other things. A great example of this is â€Å"Simpson and his Donkey', the story of a man and his donkey, who in World War II in the battlefields of Galileo, saved many lives by transporting wounded soldiers to safe ground. So not only does non-fiction entertain and inform children about historic events, but it teaches them valuable life lessons, which is a small step in making the world a better place.In conclusion, non-fiction has already helped us evolve to where we are at now, so obviously, it not only has the potential to make the world a better place, it does make the world a better place. Simply things like being updated with world events, and teaching children about history, are Just a couple of the many reasons why non- fiction makes the world a better place. So unless all of the known laws of the universe have changed in the past couple of hours, and nobody bothered to tell me, non- fiction definitely makes the world a better place. Non-Fiction: Useful and Informative By Breakfast

Free Essays on Jean Paul Satre

Jean-Paul Sartre was born in Paris on June 21, 1905. He lived and wrote in France throughout most of his life. Sartre, famous for being an existentialist philosopher and writer, he attempted to combine the individualism of his existentialist work with a form of Marxism, which stresses the collective aspect of human existence. Existentialism views the individual as being unique and alone in an indifferent and sometimes hostile universe. In 1929, he graduated from the Ecole Normal Superieure, by which time he had met his life long companion, Simone de Beauvoir Until 1945, Sartre taught in various secondary schools, after which time he devoted himself exclusively to writing and editing the journal Les Temps Modernes. During W.W.II, he spent a year as a prisoner of war and was a key figure among the French intellectuals who resisted the Nazi occupation. Throughout his life, he has influenced millions of people and continues to do so even after his death in 1980.... Free Essays on Jean Paul Satre Free Essays on Jean Paul Satre Jean-Paul Sartre was born in Paris on June 21, 1905. He lived and wrote in France throughout most of his life. Sartre, famous for being an existentialist philosopher and writer, he attempted to combine the individualism of his existentialist work with a form of Marxism, which stresses the collective aspect of human existence. Existentialism views the individual as being unique and alone in an indifferent and sometimes hostile universe. In 1929, he graduated from the Ecole Normal Superieure, by which time he had met his life long companion, Simone de Beauvoir Until 1945, Sartre taught in various secondary schools, after which time he devoted himself exclusively to writing and editing the journal Les Temps Modernes. During W.W.II, he spent a year as a prisoner of war and was a key figure among the French intellectuals who resisted the Nazi occupation. Throughout his life, he has influenced millions of people and continues to do so even after his death in 1980....

Free Essays on Abortion During The 1920’s

Abortion is the termination of a pregnancy after, accompanied by, resulting in, or closely followed by the death of the embryo or fetus. Abortion has created the opportunity for women to abort unwanted, unexpected pregnancies, yet has created an exceedingly large amount of controversy. Medically trained doctors performing the abortion helps protect the health of those women obtaining abortions, but also upsets many people. Abortion has been legal since 1973, but before then, abortion was a very common, yet dangerous procedure; women often times turned to dangerous, illegal methods to terminate their pregnancy. Today abortion is common and safe procedure, and although it was common during the 1920’s, it was not always safe. Abortion, although illegal, was very popular. During the 1920’s many forms of birth control were not available for women. Unexpected pregnancies were common because of this and women were quick to turn to any alternative, whether it was dangerous or not. Surveys showed that during the 1920’s 10 to 20 percent of women had had an abortion (Reagan). During the 1920’s, abortion was most popular with middle to upper class women (â€Å"Abortion Facts†). The wealthy received abortions from actual doctors, despite the laws in effect (Johnson Lewis, Jone). However, all social classes were not as lucky. Middle class women were not as fortunate. During the 1920’s, women who did not have as much money usually made desperate decisions without thinking of fatal consequences. During the 1920’s some 15,000 women a year died from abortions (â€Å"Abortion Facts†). Illegal abortion created an impact on the women society. Even though some abortion procedures were considered to be safer than others, its effects were still negative. Women used all sorts of alternatives rather than having the baby. During the 1920’s there were illegal abortionists who performed these procedures, but only the wealthy were able to afford s... Free Essays on Abortion During The 1920’s Free Essays on Abortion During The 1920’s Abortion is the termination of a pregnancy after, accompanied by, resulting in, or closely followed by the death of the embryo or fetus. Abortion has created the opportunity for women to abort unwanted, unexpected pregnancies, yet has created an exceedingly large amount of controversy. Medically trained doctors performing the abortion helps protect the health of those women obtaining abortions, but also upsets many people. Abortion has been legal since 1973, but before then, abortion was a very common, yet dangerous procedure; women often times turned to dangerous, illegal methods to terminate their pregnancy. Today abortion is common and safe procedure, and although it was common during the 1920’s, it was not always safe. Abortion, although illegal, was very popular. During the 1920’s many forms of birth control were not available for women. Unexpected pregnancies were common because of this and women were quick to turn to any alternative, whether it was dangerous or not. Surveys showed that during the 1920’s 10 to 20 percent of women had had an abortion (Reagan). During the 1920’s, abortion was most popular with middle to upper class women (â€Å"Abortion Facts†). The wealthy received abortions from actual doctors, despite the laws in effect (Johnson Lewis, Jone). However, all social classes were not as lucky. Middle class women were not as fortunate. During the 1920’s, women who did not have as much money usually made desperate decisions without thinking of fatal consequences. During the 1920’s some 15,000 women a year died from abortions (â€Å"Abortion Facts†). Illegal abortion created an impact on the women society. Even though some abortion procedures were considered to be safer than others, its effects were still negative. Women used all sorts of alternatives rather than having the baby. During the 1920’s there were illegal abortionists who performed these procedures, but only the wealthy were able to afford s...

LM4 Assignment Example | Topics and Well Written Essays - 2000 words

LM4 - Assignment Example Therefore, for communication to be effective all parts must be involves. Among the parts include; the sender, message, channel, receiver and feed back (Denhardt, Denhardt & Aristigueta, p-272). This process may be presented diagrammatically as shown Below; Message sent via various communication channels Feed back Source: (Denhardt, Denhardt & Aristigueta, p-272) Communication is a complex process that not only involves the sender and the receiver but also involves how the recipients interpret the message (Denhardt, Denhardt & Aristigueta, p-272). This means that communication is not a straight forward process as it seems to be but rather it is a complex and a technical process (Denhardt, Denhardt & Aristigueta, p-272). Therefore, it is vital to keep in mind the following considerations when communicating: some â€Å"information tends to be unintentionally complex† because the sender may intend to mean a different thing than what the receivers have understood (Denhardt, Denhard t & Aristigueta, p-273). According to Denhardt, Denhardt & Aristigueta, p-273, other messages tend to be â€Å"deliberately complex† the situation may occur in an organization setting where people tend to have conflicting goals. Connectively, one should consider that communication tends to be an emotional matter rather than a rational matter as people tend to interpret information differently (Denhardt, Denhardt & Aristigueta, p-273). ... Strategic ambiguity involves application of language or terms that tend to be unspecific. The terms may be applied to prevent some people to grasping the meaning of the message (Denhardt, Denhardt & Aristigueta, p-274). Strategic ambiguity may occur when â€Å"conditions are risky and dynamic†, It may occur when â€Å"relationships are not working well especially when the positions for the elites have been intimidated† (Denhardt, Denhardt & Aristigueta, p-274). 2. Why is there generational conflict at work? How do the conflicts tend to manifest themselves in actions/attitudes of mature, mid-career, and younger workers? In traditionalists, baby boomers, GenX, and millenials? What specific motivational and communication practices would be most appropriate for each of these four cohorts in the previous sentence? (1?pgs) A generation conflict refers to differences in interest that occurs in an organization among employees at different age groups whereby, employees tend to p ursue different and diverse values from those of the organization (Denhardt, Denhardt & Aristigueta, p-307). For instance, old generation approaching retirement may dismiss young generation because they believe that young generation lack knowledge and experience (Denhardt, Denhardt & Aristigueta, p-307). On the other hand, young generation believes that they are conversant with new technology and therefore they tend to dismiss the views of older generation. According to Denhardt, Denhardt & Aristigueta, p-307 â€Å"seventy percent of older generations dismisses the potential of young employees while on the other hand, fifty percent of young generations tend to dismiss the ability of older generation†. In above connection, young generation

The Movements of Employees at Work Abstract Essay

The Movements of Employees at Work Abstract - Essay Example Employee monitoring can be defined as the act of surveillance and monitor employees’ actions during stipulated working hours by use of employer equipment (Stanton & Stam, 2006). It entails the use of computers to record, evaluate and observe an employees’ use of a computer, plus communications like websites visited and emails sent or received besides telephone calls made. However, it is legal for employers to use computer programs to monitor employees (Duquenoy, Jones & Blundell, 2008). Employee surveillance has gained prominence as a prerequisite and in the same breath a contentious issue due to the complexity and prevalent use of technology in the workplace. Employers are worried about employees’ proper behavior and conformity to work-related regulations. Hence some critics believe employee monitoring is an inalienable responsibility. To others, it is an invasion of privacy. Managers employ different ways of monitoring employees’ internet use, emails, an d their location to capitalize on employee productivity, uphold the integrity of the firm and to defend the interest of clientele and workmates (Duquenoy, Jones & Blundell, 2008). When managers start to probe into employees’ private life, mistrust and acrimony are built between employees’ and managers. Many workers have lost their employment and a lot more companies have had to face lawsuits filed against them because people believe that the use of internal company communications should remain confidential (Bassick, 2007). Managers and owners of private firms have had several reasons to scrutinize the activities of their employees. Some are driven by the displeasure when employees misuse company money and waste time to carry out non-work related tasks.