Jazz musics influence on the Beats essays

Jazz music's influence on the Beats essays The writings of the poets of the Beat Generation, namely Jack Kerouac and Allen Ginsberg, resulted from the many factors of the time in which they wrote. They were accused of being crazy, yet their only real fault was writing with complete honesty. Their originality consequently placed them on the outskirts of society. The post-war, in which their poetry thrived, was a huge influence on their writing. Also influential on the poets literature was jazz music at this time; evoking many of the same feelings that these marginalized poets were feeling. Jazz was used either in coherence with poetry or as an inspiration for some of the writing techniques. The post-war era and the jazz music of the time heavily impacted the writings of Kerouac and Ginsberg. These two factors created for them inspiration as well as an outlet through which they escaped war and the negative aspects and feelings of the times. Both the jazz musicians and the writers of the Beat Movement were able to relate to the same type of feeling: ostracism. The predominantly African American jazz musicians were feeling ostracized during this time period because of the discrimination against their race. Like these musicians, the writers of the Beat Movement, although chiefly white males, were not accepted because of their desire to go against the norms of society. In this respect, the two groups were able to relate to one another on a certain level. The Beat writers were able to use the feelings, evoked by the jazz, in order to inspire them because they were able to relate to the music. We do not have to assume that they used the feelings given by the jazz music to inspire them, the writers show us that they use jazz as an inspiration as well as a type of literary device in their writings. The timing of the poem, for one, would emulate that of a jazz song; it would be in unison with the essence of speech, it wo uld flow and be free from punctua...

Writing Your Graduate School Admissions Essay

Writing Your Graduate School Admissions Essay It should come as no surprise that most applicants do not enjoy drafting their graduate admissions essay. Writing a statement that tells a graduate admissions committee all about you and can potentially make or break your application is stressful. Take a different perspective, however, and you will find that your admissions essay is not as daunting as it seems. What is its Purpose? Your graduate school application provides the admissions committee with a great deal of information about you that cannot be found elsewhere in your graduate application. The other parts of your graduate school application tell the admissions committee about your grades (i.e., transcript), your academic promise (i.e., GRE scores), and what your professors think of you (i.e., recommendation letters). Despite all of this information, the admissions committee does not learn much about you as an individual. What are your goals? Why are you applying to graduate school? With so many applicants and so few slots, its critical that graduate admissions committees learn as much as possible about applicants so as to ensure that they choose students who best fit their program and are most likely to succeed and complete a graduate degree. Your admissions essay explains who you are, your goals, and the ways in which you match the graduate program to which you are applying. What Do I Write About? Graduate applications often ask that applicants write in response to specific statements and prompts. Most prompts ask applicants to comment on how their backgrounds have shaped their goals, describe an influential person or experience, or discuss their ultimate career goals. Some graduate programs request that applicants write a more generic autobiographical statement, most often referred to as a personal statement. What is a Personal Statement? A personal statement is a general statement of your background, preparation, and goals. Many applicants find it challenging to write a personal statement because there is no clear prompt to guide their writing. An effective personal statement conveys how your background and experiences have shaped your career goals, how you are well matched to your chosen career and provides insight into your character and maturity. No easy feat. If you are asked to write a generic personal statement, pretend that the prompt instead requires you to discuss how your experiences, interests, and abilities have lead you to your chosen career. Begin Your Admissions Essay by Taking Notes About Yourself Before you write your admissions essay you must have an understanding of your goals and how your experiences to date prepare you for pursuing your goals. A self-assessment is critical to gathering the information you need to write a comprehensive essay. You likely will not (and should not) use all of the information that you gather. Evaluate all of the information you gather and determine your priorities. Most of us have many interests, for example. Decide which are most important to you. As you consider your essay, plan to discuss the information that supports your goals and what is most important to you. Take Notes on the Graduate Program Writing an effective graduate admissions essay requires knowing your audience. Consider the graduate program at hand. What specific training does it offer? What is its philosophy? How well do your interests and goals match the program? Discuss the ways in which your background and competencies overlap with the graduate programs requirements and training opportunities. If youre applying to a doctoral program, take a close look at the faculty. What are their research interests? Which labs are most productive? Pay attention to whether faculty take on students or appear to have openings in their labs. Peruse the department page, faculty pages, and lab pages. Remember That an Admissions Essay is Simply an Essay By this time in your academic career, you have likely written a great many essays for class assignments and exams. Your admissions essay is similar to any other essay you have written. It has an introduction, body, and conclusion. Your admissions essay presents an argument, just as any other essay does. Granted, the argument concerns your capacities for graduate study and the outcome can determine the fate of your application. Regardless, an essay is an essay. Beginning is the Hardest Part of Writing I believe this holds true for all types of writing, but especially for drafting graduate admissions essays. Many writers stare at a blank screen and wonder how to begin. If you search for the perfect opening and delay writing until you find just the right angle, phrasing, or metaphor you may never write your graduate admissions essay. Writers block is common among applicants writing admissions essays. The best way to avoid writers block is to write something, anything. The trick to beginning your essay is to not start at the beginning. Write the parts that feel natural, such as how your experiences have driven your career choices. You will heavily edit whatever you write so dont worry about how you phrase your ideas. Simply get the ideas out. It is easier to edit than write so your goal as you begin your admissions essay is to simply write as much as you can. Edit, Proof, and Seek Feedback Once you have a rough draft of your admissions essay, keep in mind that it is a rough draft. Your task is to craft the argument, support your points, and construct an introduction and conclusion that guides readers. Perhaps the best piece of advice I can offer on writing your admissions essay is to solicit feedback from many sources, especially faculty. You may feel that you have made a good case and that your writing is clear, but if a reader cannot follow it, your writing isnt clear. As you write your final draft, check for common errors. Perfect your essay as best you can and once its submitted congratulate yourself for completing one of the most challenging tasks entailed in applying to graduate school.​

A Critical Research Paper on the Role of Audience in the Performing

A Critical on the Role of Audience in the Performing Arts - Research Paper Example and falling asleep, staying through the end of the presentation or will wait for a break before leaving, applauses only when its appropriate and dresses in an appropriate manner. These are the most common audience etiquette we can see in today’s modern performing arts. The shift of the 19th century audience mindset to modern standards of etiquette is indicative in America’s culture because these etiquettes are now being practiced in the corporate world. Etiquettes such as arriving early and actively listening are now being observed in America’s workplace and also in other countries. The shift also influenced larger communities such as schools and churches who are also practicing these kinds of etiquettes. The shift has greatly influenced the American culture because as we can see a lot of communities find it effective and efficient to implement these proper etiquettes. A portion of the contemporary audience will always have the patience of sitting through a play or an opera basing on their level of interest. There are still a lot plays and operas in the country which is being handled by people who are passionate and interested in these forms of entertainment. Even schools are producing plays and are encouraging their students to participate in this form of entertainment. Plays, symphonies and operas are not obsolete. As stated above it is still being produced by schools and people who are passionate and interested on these forms of entertainment. Shakespeare has been raised to such artistic heights that audience deference is now appropriate because of the integral part he has given on these forms of entertainment. Plays, symphonies and operas are far from being obsolete because of the integral value it has on the American culture. The fact that centuries have passed and still these kinds of entertainment exist is giving us very convincing information that plays, symphonies and operas will not be obsolete. There are modern day vestiges or traces from the

Interpretation of Statutes by Judges Essay Example | Topics and Well Written Essays - 1500 words - 1

Interpretation of Statutes by Judges - Essay Example For the autonomy of duty to prevail, judges, who are agents of the judiciary, are expected to interpret statutes by giving effect to the will of Parliament without amending statutes. However, in judiciary practice, statutory interpretation has been said to be subject to different approaches of construction, some of which give judges the powers to amend statutes when giving interpretations (McCloskey & Sanford 2005, p. 66). In this paper, two overall approaches to construction which are intrinsic and extrinsic interpretations are reviewed to have a deeper understanding as to whether in the interpretation of statutes judges simply give effects to the will of Parliament or amend status under the disguise of interpretation. Gluck (2004, p. 1764) noted that statutory aids to interpretation come in two major forms which comprise the use of intrinsic material and extrinsic material. When judges use intrinsic aids, they use materials found within the statute being interpreted, whilst the use of extrinsic aids involve the use of materials anything not found within the statute (Bennion 1997, p. 10). Using extrinsic aids have thus been referred to as non-adherence to literalism as literalism involves the strict adherence to what is found in the statute (Sullivan 2006, p. 74). The Interpretation Act 1978 is one specific aid to interpretation. This is because as seen in Hutton v. Esher UDC 1973, the Interpretation Act 1978 provides that any common term it defines to be used in interpreting any statute that contains the word or term. In Hutton v. Esher UDC 1973 therefore, the land was defined to include buildings acquired for the purpose of compulsory purchase and this interpretation was strictly used in the ruli ng of the judge.

OLIVER CROMWELL :: essays research papers

There is definitely an association between John Knox and Oliver Cromwell. Knox, in his book The Reformation of Scotland, outlined the whole process without which the British model of government under Oliver Cromwell never would not have been possible. Yet Knox was more consistently covenantal in his thinking. He recognized that civil government is based on a covenant between the magistrate (or the representative or king) and the populace. His view was that when the magistrate defects from the covenant, it is the duty of the people to overthrow him. Cromwell was not a learned scholar, as was Knox, nevertheless God elevated him to a greater leadership role. Oliver Cromwell was born into a common family of English country Puritans having none of the advantages of upbringing that would prepare him to be leader of a nation. Yet he had a God-given ability to earn the loyalty and respect of men of genius who served him throughout his lifetime. John Bunyan, author of Pilgrim's Progress served under his command in the English Civil War, and John Milton, who penned Paradise Lost, served as his personal secretary. Cromwell's early years were ordinary, but after a conversion experience at age 27, he was seized by a sense of divine destiny. He became suddenly zealous for God. He was a country squire, a bronze-faced, callous-handed man of property. He worked on his farm, prayed and fasted often and occasionally exhorted the local congregation during church meetings. A quiet, simple, serious-minded man, he spoke little. But when he broke his silence, it was with great authority as he commanded obedience without question or dispute. As a justice of the peace, he attracted attention to himself by collaring loafers at a tavern and forcing them to join in singing a hymn. This exploit together with quieting a disturbance among some student factions at the neighboring town of Cambridge earned him the respect of the Puritan locals and they sent him to Parliament as their representative. There he attracted attention with his blunt, forcible speech as a member of the Independent Party which was made up of Puritans. The English people were bent upon the establishment of a democratic parliamentary system of civil government and the elimination of the "Divine Right of Kings." King Charles I, the tyrant who had long persecuted the English Puritans by having their ears cut off and their noses slit for defying his attempts to force episcopacy on their churches, finally clashed with Parliament over a long ordeal with new and revolutionary ideas. OLIVER CROMWELL :: essays research papers There is definitely an association between John Knox and Oliver Cromwell. Knox, in his book The Reformation of Scotland, outlined the whole process without which the British model of government under Oliver Cromwell never would not have been possible. Yet Knox was more consistently covenantal in his thinking. He recognized that civil government is based on a covenant between the magistrate (or the representative or king) and the populace. His view was that when the magistrate defects from the covenant, it is the duty of the people to overthrow him. Cromwell was not a learned scholar, as was Knox, nevertheless God elevated him to a greater leadership role. Oliver Cromwell was born into a common family of English country Puritans having none of the advantages of upbringing that would prepare him to be leader of a nation. Yet he had a God-given ability to earn the loyalty and respect of men of genius who served him throughout his lifetime. John Bunyan, author of Pilgrim's Progress served under his command in the English Civil War, and John Milton, who penned Paradise Lost, served as his personal secretary. Cromwell's early years were ordinary, but after a conversion experience at age 27, he was seized by a sense of divine destiny. He became suddenly zealous for God. He was a country squire, a bronze-faced, callous-handed man of property. He worked on his farm, prayed and fasted often and occasionally exhorted the local congregation during church meetings. A quiet, simple, serious-minded man, he spoke little. But when he broke his silence, it was with great authority as he commanded obedience without question or dispute. As a justice of the peace, he attracted attention to himself by collaring loafers at a tavern and forcing them to join in singing a hymn. This exploit together with quieting a disturbance among some student factions at the neighboring town of Cambridge earned him the respect of the Puritan locals and they sent him to Parliament as their representative. There he attracted attention with his blunt, forcible speech as a member of the Independent Party which was made up of Puritans. The English people were bent upon the establishment of a democratic parliamentary system of civil government and the elimination of the "Divine Right of Kings." King Charles I, the tyrant who had long persecuted the English Puritans by having their ears cut off and their noses slit for defying his attempts to force episcopacy on their churches, finally clashed with Parliament over a long ordeal with new and revolutionary ideas.

Regulatory Paper: EMTALA

The health care industry has many regulations to ensure proper care is given, information is protected, and organizations are operating properly. The Emergency Medical Treatment and Labor Act statue of 1986 is no exception. In the following the EMTALA law will be explained with its purpose, how it is enacted, key points of information about the law, consequences for failing to abide the law, and how this regulation affects many different aspects, including the management of employees, resources, patients and the health care sector itself.Established in 1986, by Congress, the Emergency Medical Treatment and Labor Act as part of Consolidated Omnibus Budget Reconciliation Act (COBRA) of 1985 (ACEP, n. d. ). EMTALA was initially created to prevent what is known as â€Å"patient dumping†, the transfer of uninsured or underinsured patients from private to public hospitals solely based on the patients’ inability to pay. The intent was to ensure everyone had access to emergency medical treatment and is now known as one of the most comprehensive regulations regarding the guarantee of medical care in a hospital, in addition to emergency care (Emergency, 2001).Investigations of violations of the law are the responsibility of the HCFA and the Office of the Inspector General of the Department of Health and Human Services (Emergency, 2001). Any hospital or physician not complying with requirements of the Emergency Medical Treatment and Labor Act can face strong consequences and large fines. The fine for negligently violating EMTALA can reach $50,000 for a hospital or physician, except hospitals who have less than 100 beds, whose fine is limited at $25,000 (ACEP, n.d. ).A non-direct consequence consists of the hospital or physician being revoked from eligibility of the Medicare program (O’Shea, 2007). Although this consequence is not very likely to occur, it still is a very serious possibility. The American Medical Association conducted a Patient Care Phy sician Survey in 2001 with the following facts (O’Shea, 2007): In a typical week of practice more than 95% of emergency department physicians will provide EMTALA covered care.More than 30% of all physicians will provide EMTALA covered care in a typical week. On average, EMTALA covered care makes up 22. 9 hours of an emergency medicine physician’s week and 9. 7 hours of a surgeon’s week. These are important facts for employees to understand because it shows how often EMTALA covered care will be presented to a hospital each week. As with most things in life, the Emergency Medical Treatment and Labor Act has both positive and negative effects on the different aspects of the health care world.EMTALA provides the additional tasks of ensuring employees are properly trained and properly handling and executing situations. It can be debilitating on resources as the patients are uninsured or underinsured and will not have the ability to pay for the services obtained. For patients, EMTALA is a very positive regulation that provides the ability to receive the health care services needed, without the added stress to produce insurance coverage or the money before they are able to receive care.As far as the affect of health care in general it can be debilitating and overwhelming because many patients who lack health insurance coverage attend the emergency room because they have the right to an exam rather than utilizing a primary care physician who could deny services due to nonpayment. The Emergency Medical Treatment and Labor Act is a complex law that has the intention of protecting the patient, regardless of who they are or what they may possess.Although many may suggest that there is room for improvement, based on the amount of money lost from nonpaid bills of patients’ care protected by EMTALA, it nonetheless serves the purpose of its intention. Employees should be able to understand what the law is, the law’s purpose and who enacts it , key facts about EMTALA, consequences of failing to comply and how the regulations affect management of employees, resources, patients and health care.

Essay about Violent Video Games

Introduction In the previous three decades, video games have contributed significantly on how people spend their free time. The expansion of the video game industry in the past has contributed to a lot of questions concerning the stuffing of the games being issued. Various research activities have been done to establish the effects of violent video games. This is due to the fact that many biological and physical changes occur during puberty are subject to exposure to violent video games. This paper tries to elaborate the effects of violent video games on the brain, as well as the subjects of aggression and hostility with the goal of controlling the effects of video game violence. Discussion The first effect being viewed is the effect of violent video games on brain’s response to violence. Studies by US researchers for instance (Lin Leper, 1987) found association between use of video games and teacher’s rating of aggressiveness. It has accomplished that people engaged in many video games have higher capabilities to commit serious offences and less likely to offer help to others. On the other hand, critics these associations only substantiate that violent people concentrate on violent games, not those games alter behavior. At present, it has been established that people who engage in violent video games demonstrate reduced brain response to situations of real-life violence, for instance using guns, but not external emotional disturbing characteristics like those of dead natural world or ailing children. And the decrease in response is associated with aggressive character. The study shows that the brain activity is a characteristic signal seen in an electroencephalogram recording of brain waves as we see an image. The brain activity measurement reflects an evaluation of emotional content of an image becoming larger if people are astonished or disturbed by an image or if an object is strange. In the study, a questionnaire was conducted on 39 experienced players on the number of games they played. The respondents were then shown actual images, specifically of unbiased scenes but mixed with violent or negative scenes while recording brain activity. In respondents with highest level of experience of violent games, the brain activity response to the violent images was less significant and tardy. The respondents with high experience in violent video games did not recognize them as much distinctive from neutral. They developed insensitivity. On the other hand, their responses are still accurate for the non-violent negative scenes. There are situations when video games have been used to desensitize soldiers to scenes of war. Unfortunately, when the players were afterward given the chance to capitalize on an opponents weakness, respondents having the least brain activity meted out the most serious punishments. Even when the team controlled for the people’s natural hostility, evaluated by usual questionnaires, the violent games experience and brain activity response were still strongly correlated with aggressiveness. Due to this observation, exposure to violent games has consequences on the brain that determines aggressive behavior. On therapy point of view, there are more intellectual benefits from video games. These involve puzzle games like the popular Tetris. This genre of games stimulates the mind by presenting challenges and puzzles in place of enemies and worlds. The purpose of these games is to keep the mind energetic and alert. This criterion of game-play has brought about the notion that video games can be applied as a form of therapy. Some of them are comforting and soothing and they can be particularly altered to meet an individual patient’s need. A video game can be created to assist a particular type of person, whether it is to assist connect positive memory cells in the brain, or simply kindle brain activity in general. Because video games are created in a programmatic nature, their probabilities of creation are without limit. Gardner (1991) tried out the first research on this issue. He fruitfully applied video games as a way of psychotherapy in young children. This improvement has been us ed as a benchmark on this issue, with greater concern on dealing with mentally-ill patients. On the context of Eye-Hand coordination it has been found that those who participate in video games have greater eye-hand coordination. This is due to the fact that some sort of skill is required to be able to play the games. For instance, if a character is running and shooting at the same time, a realistic player is required to monitor   the location of the character, where he/she is moving, his speed, the target of the gun and if the gun is hitting the target. These factors are considered and then the coordinates brain explanation and reaction with the hand movement and fingertips, a process which requires a great deal of hand-eye coordination and visual-spatial capacity to be successful. This can be proved from the relationship that has been shown on the effects of increased video game playing on eye-hand coordination, manual dexterity and reaction time in (drew Waters, 1986). Reference list Anderson. C.A Bushman. B.J. (2002). Human Aggression. Annual Review of Psychology , 53, 27-51. Chambers. J. H Ascione F.R. (1987). The effects of prosocial and aggressive videogames in childrens donating and helping. Journal of Genetic Psychology , 148, 499-505. Connor, D.F Steingard, R.J Cunningham, J.A ,Anderson J.J, Melloni. (2004). Proactive and reactive aggression in referred children and adolescents. American Journal of Orthopsychiatry , 74, 129-136.