Music Of Claude Debussy And Dmitri Shostakovich Music Essay

Music Of Claude Debussy And Dmitri Shostakovich Music Essay The Romantic era presented many European composers who referred to themselves, or were referred to by others, as nationalist. Nationalism was very important because it allowed societies to continue to remain loyal to their country and allowed the country to gain cultural identity and individuality. Our definitions of nationalism are extremely vague and inconsistent, as many composers music seems to fit under the nationalist category. This is why the definition of musical nationalism must be refined, so that only composers whose music truly represents all aspects of their nation may be called nationalist. This means that the music must first and foremost appeal to the people and must reflect the nations cultural identity, rather than superimpose a culture upon it. The composer must also keep in mind the nations past and reveal hopes for the future. This means that a true nationalists music, in essence, becomes the nation by not simply encompassing the views of one member of society, o r even one group in society, but of the nation as a whole. Claude Debussy is known today as one of the great French composers who, in the words of Robert Orledge, was ever concerned with the necessity for French music to be true to itself. Orledge described his final series of chamber sonatas as enveloping a nationalistic spirit looking back to Rameau. Debussy was known for incorporating many international influences into his music, most notably the music of the Russian Five, and the Javanese gamelan. All of this considered, is it truly logical to refer to Debussys music as nationalistic, or even French for that matter? Is it not equally possible to call it Russian, since, quite arguably, most of his musical influences stem from there? Before a decision can be made concerning nationalism in Debussys music, we must take a look at the music of Dmitri Shostakovich. The creation of the Soviet Union marked the beginning of the largest obstacle for Russian composers. It was first time in history where a government, a secular power, had a direct say in the subject matter and appropriate style of all art forms. During the Soviet Union, it was the composers job to acquire culture which already existed amongst the intelligentsia (the Russian intellectual class), rather than to invent their own culture. The artistic movement enforced by the Soviet government between 1936 and 1950 was known as Socialist Realism, described by Stalin as an art national in form and socialist in content. This made it nearly impossible to express or create without crossing the very fine line set by the State. Artists of the time faced constant fear of exile and unemployment. The composers who did comply with the rules, however, became terrifically wealthy and were able to thrive under Soviet rule, earning up to 10,000 rubles per work commissioned by the Union of Soviet Compo sers. Dmitri Dmitrievich Shostakovich was one such composer. During the social realist period, Shostakovich came back from a temporary downfall stronger than ever with the aim to write music which was consistent with the changes brought on by the Revolution and which was, above anything else, to be created for his people. Shostakovich composed symphonies which would restore his glory and forever mark him as one of the great symphonic composers. Shostakovich had managed to please his audience by progressing in innovativeness, continuing Beethovens and Tchaikovskys strong symphonic traditions, and composing in a way that can truly be considered nationalistic. Shostakovichs music represented the epitome of Soviet nationalism and there are numerous elements present in his music which prove this. Shostakovichs main goal as a composer after his revival was to please the people which formed his nation. During an interview with an American correspondent, Shostakovich illustrated this by saying: I consider that every artist who isolates himself from the world is doomed. I find it incredible that an artist should want to shut himself away from the people, who, in the end, form his audience. Shostakovichs music was in touch with the national character of the time: it contained quotations of popular folk songs, was historically significant, and reflected the social realist style of the time. In an article about Soviet music, Nicolas Slonimsky stated that, the musical biography of Shostakovich is a perfect mirror of the changing policies in Soviet music. Shostakovich is the product of Soviet life. An important example of this can be seen in Shostako vichs 7th symphony which was performed on March 1st, 1942 in the temporary capital of Kuibishev. It represented the survival and victory of the nation, inspired by the battle of Leningrad. The main theme is of a Soviet war hero which drowns out a second hesitant, puppet-like theme representing the Germans. Shostakovich used this piece to build the morale of the nation, and helped fight the war from a cultural standpoint. It is true, however, that Shostakovich did succumb to artistic compromise during the social realist movement in order to provide for his family and continue to work as a composer. At the time, Shostakovich wrote music which was loyal to the state, but he did not necessarily agree with the government`s policies. Of course, speaking out loud about his disagreement with the authorities was impossible. Contrary to popular belief, this couldn`t be more irrelevant to whether or not he composed in a nationalistic style. A nation, after all, is defined by the unity of its people, and has absolutely nothing to do with the policies of its government. A composer may whole-heartedly agree with the politics of a country, but still fail to represent its people, its history, its culture and the nation as a whole in their music. Of much importance, on the other hand, is the fact that Shostakovich kept the history of Russian music alive by incorporating compositional techniques used by his predecessors; however, he did not do so in a strictly imitative manner. He made use of the hopelessly sombre mood and the spirit of universal humanity of Tchaikovsky, the folk elements of Prokofiev and, finally the inventiveness of Stravinskys music. In utilizing these elements, Shostakovich was able to continue his countrys strong symphonic reputation and paved the way for new composers by applying innovative orchestration, contrasting orchestral timbres, increasing chromaticism, and vigorously precise rhythms. The innovativeness Shostakovich possessed is an essential quality to have as a nationalist composer, because without innovativeness, one cannot expect to continue the cultural and artistic legacy of a country. In the words of Ernest Newman musicians are generally driven to nationalism as a revolt against foreign influence., much like the Russians did during the 19th century when Italian and German influences were taking over. Rather than escaping foreign influence, Debussy turned to it and incorporated it into his music. Debussys music is no more French than French fries are. Just because one is called French and claims to love their country, does not mean they are intrinsically and whole-heartedly French. As Ernest Newman said: à ¢Ã¢â€š ¬Ã‚ ¦however typically Russian a Russian may be, he is not a Russian if he looks, as many Russians do, beyond the borders of his own country, and finds certain aspects of foreign art more interesting than the indigenous art of the home territory. There is no doubt that Debussy was a brilliant composer, but it is quite obvious that he did look far, far beyond the influence of his own nation. How is it then, that we can even begin to consider him as a music ien franà §ais, especially when comparing him to true nationalists like Shostakovich? Rollo H. Meyers argues that à ¢Ã¢â€š ¬Ã‚ ¦Debussy, from the very beginning of his creative career, always knew exactly what kind of music he wanted to write, and no influence whatever could have made him change his course. If he took anything from others, he only took what, in a sense, already belonged to himà ¢Ã¢â€š ¬Ã‚ ¦. This is not unlike modernizing verses of Romeo and Juliet or Hamlet and claiming them to be your own invention because Shakespeares timeless writing already belonged to you. It is people like Meyers who contribute to the constant false identification of nationalism in many composers music. 21Slonimsky, Dmitri Dmitrievitch Shostakovitch, 415. Shostakovich, unlike Debussy, was one of the few composers to truly combine being a good musician with being a good nationalist. He was a true professional when creating his music and always found new ways of appealing to his audience. On top of all of this, he managed to deliver ground-breaking techniques and advance the future of music. His music was revolutionary yet was not overly experimental as to cause a disconnection from his audience. This is especially remarkable considering the limitations set by the Soviet authorities. Even though Debussy is evidently a Frenchman, if one compares him to Shostakovich, it is hard to understand how one could ever consider Debussys music as being French. This so called French quality of his music is really just his Debussyist style of composing, which is purely unique to him, and is not a reflection of his country or his people. This comparison allows us to rethink the definition of nationalism in music and what it means to truly represent a nation. To be nationalist does not mean that one must be born or even grow up in a country. It means that one must act with the nations best interests at heart, and not look beyond that nation for influence. To be a nationalist is to, in essence, encapsulate the past, present, and future of the nation all at once, and to create music which is of the people, by the people, for the people. One must also not be too experimental on an audience, since that immediately disengages them and does nothing to unite a nation. The musical and cultural influences brought upon by truly talented and nationalist composers like Shostakovich were, and still are, extremely significant. Whether or not one agrees, or even whether or not Shostakovich himself agreed with the politics of the Soviet Union is irrelevant. Shostakovich wrote for his people above anything else. He reflected the cultural and historical significance of his country in his music and, despite the oppressive forces of the Soviet government, co ntinued to compose innovatively and in a way which advanced the future of music. It would be difficult to disagree that a figure like Shostakovich was exactly what the struggling country needed at the time: a truly nationalist composer who would write first and foremost for his country and for his people.

Due Diligence is Necessary When You Buy a Website :: Sell Websites Buy Websites

Due Diligence is Necessary When You Buy a Website Reprinted with permission of VotanWeb.com According to industry statistics, nine out of ten people who begin the search to buy a website never complete a transaction. While there are many reasons for this dismal figure, a lot has to do with the inability of people to "pull the trigger". This gun-shy reaction is due to uncertainty: if you have not gathered the right information or failed to investigate the website thoroughly you will not be 100% certain of what to do. Due diligence is probably the most critical stage in the website buying process. Many prospective buyers incorrectly identify this period as strictly a financial review. However, an effective due diligence goes far beyond the numbers. Due diligence is the complete investigation and review of a website. One of the keys to buying a good website comes from your ability to learn the intimate details of it. It is imperative that you identify the strengths, weaknesses, growth opportunities and areas of concern with each website. If you don't do a flawless job of gathering information, you will not be able to pull the trigger and complete the transaction since you'll be uncertain about too many components of the website. The investigation process must begin the moment a website becomes of interest. Your goal is to be certain that you uncover everything about any website before you buy it. You don't have to communicate with the seller for your research to begin. The Internet is an incredible tool that will allow you to investigate the website, the industry, the competition, the marketing, the suppliers, and on and on. The importance of beginning your investigation early cannot be emphasized strongly enough. This way, you'll position yourself to ask the seller the right questions. Once you progress to the stage of an accepted offer, you will commence the financial due diligence. This period usually lasts 10-30 days. This is the time when you'll have access to all of the website’s books and records. Once you begin looking at a particular website, you'll find a thousand things crossing your mind regarding the acquisition. Keep a notepad handy at all times and log your thoughts. Don't trust your memory; these little things are the ones that can and will come back to haunt you down the road. Begin to put together your checklist of what you need to investigate and how you're going to do it along with the materials you require from the seller to accomplish it. Due Diligence is Necessary When You Buy a Website :: Sell Websites Buy Websites Due Diligence is Necessary When You Buy a Website Reprinted with permission of VotanWeb.com According to industry statistics, nine out of ten people who begin the search to buy a website never complete a transaction. While there are many reasons for this dismal figure, a lot has to do with the inability of people to "pull the trigger". This gun-shy reaction is due to uncertainty: if you have not gathered the right information or failed to investigate the website thoroughly you will not be 100% certain of what to do. Due diligence is probably the most critical stage in the website buying process. Many prospective buyers incorrectly identify this period as strictly a financial review. However, an effective due diligence goes far beyond the numbers. Due diligence is the complete investigation and review of a website. One of the keys to buying a good website comes from your ability to learn the intimate details of it. It is imperative that you identify the strengths, weaknesses, growth opportunities and areas of concern with each website. If you don't do a flawless job of gathering information, you will not be able to pull the trigger and complete the transaction since you'll be uncertain about too many components of the website. The investigation process must begin the moment a website becomes of interest. Your goal is to be certain that you uncover everything about any website before you buy it. You don't have to communicate with the seller for your research to begin. The Internet is an incredible tool that will allow you to investigate the website, the industry, the competition, the marketing, the suppliers, and on and on. The importance of beginning your investigation early cannot be emphasized strongly enough. This way, you'll position yourself to ask the seller the right questions. Once you progress to the stage of an accepted offer, you will commence the financial due diligence. This period usually lasts 10-30 days. This is the time when you'll have access to all of the website’s books and records. Once you begin looking at a particular website, you'll find a thousand things crossing your mind regarding the acquisition. Keep a notepad handy at all times and log your thoughts. Don't trust your memory; these little things are the ones that can and will come back to haunt you down the road. Begin to put together your checklist of what you need to investigate and how you're going to do it along with the materials you require from the seller to accomplish it.

The Psychological Impact on Children Soldiers

Some are abducted or forcibly recruited, others are driven to Join by poverty, abuse and discrimination, or to seek revenge for violence enacted against hem or their families. There is legislation in place that makes illegal any involvement of children under age 18 in hostilities, however it is still rampant throughout the world. The use of Children in war is an epidemic that has plagued humanity since the earliest civilizations and has developed through time. In medieval times in Europe, young boys from about twelve years of age were used as military aids called squires, though their role in actual combat was supposed to be limited.In 1212, the Estevez 2 Children's Crusade rounded up thousands of children, with the notion that they will ucceed in battle due to divine powers that will ensure their victory. In 1814, Napoleon was faced with an invasion and recruited many teenagers for his armies aged between fourteen and seventeen. During the 1800's and the age of sail, young boys form ed part of the crew of British Royal Navvy ships and responsible for many important tasks. Even during the Civil War a 15 year old received the Medal of Honor for his acts during the Civil War Battle of Antietam, the bloodiest day in American history.People under the age of eighteen fought in world war one and world war two, even beside the fact it was illegal. They had age restrictions, but due to the patriotism, of the boys, and the conditions of England they accepted some and others passed by into the military. In Cambodia, during the Vietnam War, a communist group exploited thousands of desensitized children, recruiting them to commit mass murders and other inhuman acts during the genocide in Cambodia. They were brainwashed and taught to follow any orders without any hesitation.I find this a betrayal of the responsibility adults have towards children. In the 16th and 17th centuries, childhood began to be recognized as a different state then adulthood. Society began to see childr en not as miniature adults, but as a person of a lower level of maturity needing the protection, love, and nurturing of an adult to guide them through that stage of their lives. This was the change in society that transitioned to children being given less responsibility than adults.The division Estevez 3 of children and adults became officially recognized, however it didn't eliminate the abuse of children. The use of children in battle and wars has been around for a long time, but has taken a new form in todays society due to the improvement of technology. The early 1900's are regarded as a huge development of war weapons, with the creation of the fully automatic rifle. Through the century, they have involvement of children in modern conflicts that typically involve irregular forces; they usually target civilians. 80% of the fighting forces composed of child soldiers, this is one characterization of the ‘new wars,' which constitute the dominant form of violent conflict that ha s emerged only over the last few decades† (Schauer and Elbert). The motivation for armies or soldiers to recruit children to be use in war is that children have a limited ability to asses risk. It is easier to manipulate the mind of a child than it is a mind of an adult. They have feelings of invulnerability, shortsightedness, and cost less money. Children receive fewer resources, including less and smaller weapons and equipment.They are more likely to get killed or injured in the front lines than their adult counter parts. Children and young adults who are facing poverty, starvation, unemployment, and ethnic or political persecution, can be lured by the idea of becoming a soldier to escape the pain they feel. In interviews from â€Å"The Psychological Impact of Child Soldiering† they say, â€Å"that hildren are more malleable and adaptable. Thus, they are Estevez 4 easier to indoctrinate, as their moral development is not yet completed and they tend to listen to autho rities without questioning them† (Schauer and Elbert).The conflicts that use children in the battlefield usually start by the breakdown of a government. It becomes difficult to identify those who are recruiting and using children as soldiers, making it difficult to influence them to stop. Child soldiers typically raised in environments of severe violence are often made to commit the worst cruelties and atrocities. The children would be repeatedly exposed to these traumatic stress', during the most crucial stages of development. This caused mental and physical damages changing their personalities.Post-Traumatic Stress Disorder is also a common disorder found in children solders, because they are so young they become deprived from a normal and healthy development, impairing their integration into society as a fully functioning being. During the twentieth century the proportion of civilian casualties in armed conflicts has continually increased and is now estimated to be more tha n ninety percent. Half of the casualties are children, and more than 2 million died as a result of armed conflicts over the last decade.In addition to that, at least 6 million children have been seriously injured and between 8,000 and 10,000 children are killed by landmines every year (UNICEF, 2005). Seven of the ten countries with the highest rates of deaths of children under the age of five are due to the affects of armed conflicts in the countries. Estevez 5 In â€Å"The Psychological Impact of Child Soldiering†, they interview three people who had been child soldiers. The first interview was of a sixteen year old boy who had een an active recruit for three years since the age of thirteen, for the group, Mai- Mat.His recruitment process was a lot more civil than the other two. He stated that, â€Å"l was frightened, since our home was attacked almost every night by bandits and other rebel groups as well, what did I have to lose? Also my parents were too poor to send me to school anymore my mind was made up fast, I Joined my friends and from that boy had served five years after being recruited at age fourteen. He says, â€Å"350 strokes were given on my back and buttocks. After a while the pain was so big that I felt that t would be better if I was dead†¦..But then I heard a loud voice: â€Å"Get up. † I tried, but I couldn't sit. I kneeled for almost one hour. I realized that all other children around me had died in the beating. I could see them lying still and not breathing† (Schauer and Elbert 7-8). The next boy was recruited at 13 and served three years as a child soldier, he explains how they would kill other soldiers as punishment, â€Å"When people did something really wrong, they got killed as a punishment .. .1 have seen 5 people being killed for severe disobedience during my time with the group.They were crucified in the forest. Nailed to trees at their hands and feet higher up on tall trees. The nails were thick ones, y ou would first nail through the palms of the hand and later through the feet† (Schauer and Elbert). Estevez 6 It may seem to the individual that some children Join these groups with their own free will, but in a psychological and social point of view, children's choices to Join and remain in armed groups cannot be considered Voluntary. There are reasons or circumstances that may lead children to be more accessible to Join a militant group.

The Yellow House Preschool at Dunearn Road Essays - Free Essays

The Yellow House Preschool at Dunearn Road Essays - Free Essays T06 Winona Roxanne 19 The Yellow House Preschool at Dunearn Road is a preschool that takes in children from 18 months to 6 year olds. Located conveniently by the main road, the school has a balanced mix of expatriates children as well as of locals. I conducted an interview on the 21st of May with one of the educators who has been working in the preschool for six years. Throughout the ten questions asked, it is clear that the top three most distinct principles of Nurturing Young Learners that the centre upholds are Integrated Approach to Learning, Engaging Children in Learning through Purposeful Play and Authentic Learning through Quality Interactions. The Yellow House practices the principle of Integrated Approach to Learning by keeping in-tuned with the childrens interests (and through incidental learning), placing them under a theme, and broadening their knowledge of the topic across the different subject domains. Research by Piaget (1969), Vygotsky (1962), and Bruner (1960) justifies integrated approach to teaching and learning. This research establishes that learning is an eminently integrated course which cannot be freely detached into domains such as numeracy, science, and literacy. The centre does not only practice Integrated Approach through dispersing the theme across different subject domains but also by ensuring that there is a continuity in learning at home. Educators would update the parents weekly on what their children are learning and encourage them to informally teach their children at home with suggestions such as reading relevant books, watching more videos or conducting science experiments together. According to the Ecological Theory, development mirrors the influence of environment systems. The microsystem is the direct environment the child lives in which includes any immediate relationships, such as their family, friends and teachers. The interactions of the child with these people affect the childs development; the more encouraging and nurturing these relationships are, the better the growth of the child will be. (Bronfenbrenner and Morris, 2006). Parents can construct a home environment that administers boost and encouragement apt for their ch ildrens developmental level (National Education Association, 1996; Quigley, 2000; Simmons, Stevenson and Strnad, 1993). Researches imply that when schools collaborate with families to enhance learning, children tend to excel not just in academics, but holistically (Henderson and Berla, 1994; Christenson and Sheridan, 2001). Another principle that the Yellow House Preschool advocates is Engaging Children in Learning through Purposeful Play. Educators administer the exposure of unstructured and spontaneous child-initiated play experiences to the children. Hence, classroom layouts must also be favourable for play. Educators set up spacious areas for playing with two or more peers in an area where they will not be interrupted. Careful attention is paid to the size and space for frequented interest areas such as dramatic play and block corners. The Yellow House is also equipped with stimulating materials to boost and attract children into play with materials that are open-ended which spurs creativity. The constant revision of developmentally appropriate materials is important so children can be objective in selection to avoid boredom and frustration from materials that are too challenging. Children also need flexibility to explore the materials and environment based on their enthusiasm. Ample sections of time (45-60 minutes) in the daily schedule are also allotted for play so children may develop play scenarios, get organized, and then execute their plan (Rice, 2014). The everyday schedules in preschool classrooms whose focal point is on academics and formal education readiness usually do not expose children to the exploration of meaningful and relevant activities (Nell and Drew, 2013). When children are frequently made to choose another centre or to proceed to another play, they are not granted the chance to interact with the materials long enough for their problem solving skills that requires persistence and engagement to flourish. Play innately drives children to discover themselves and their environment. Play is the preeminent medium for the advancement in terms of imagination and intelligence, language, social and motor skills necessary for holistic success (Kalliala, 2006.; Frost, 1992). Children build up knowledge through play by fusing their ideas and insights with experiences and perceptions (Reynolds, 1976). As Rogers and Sawyer (1988) mentioned, "until at least the age of nine, children's cognitive structures function best (p. 58). Hence, this is the optimal period

7 Facts about Famous Speakers Who Gave a Graduation Speech

7 Facts about Famous Speakers Who Gave a Graduation Speech If you have been chosen to give a graduation speech, congratulations are at order. Your academic excellence and confidence have definitely attracted the attention of your instructor. However, you now need to create a speech that proves that you were truly the best choice. While you are welcome to take a shortcut and simply pick one of our 20 topics for a graduation speech, you can be inspired by the following seven facts from the graduation speeches of prominent celebrities and well-known personalities. Steve Jobs gave a commencement address at Stanford University graduation ceremony in 2005. The innovator had dropped out of college because it was too expensive. However, he stuck around the college for 18 months and snuck into classes he thought were interesting, including calligraphy class. During his speech, he told the students to follow their hearts and trust them to lead them through. He went on to mention that the worst thing they may face could very well turn out the best thing that could happen, giving them the example of his public dismissal from Apple, which led to NeXT and Pixar as well as meeting his wife. Finally, he urged the students to listen to their inner voice and to stay hungry for knowledge and foolish enough to seek it at all times and places. Naval Adm. William H. McRaven, BJ 77 gave the commencement address at the graduation ceremony of the University of Texas Austin in 2014. During his 20-minute speech, he told students to begin by doing the little things right before moving on to the larger ones. He also advised them to seek the help of others, be it friends, colleagues, or even strangers. To choose the right people though, they would need to assess individuals by their will to succeed rather than their color, education, social status, or ethnic backgrounds. McRaven also went on to explain that people who wanted to change the world should be capable of meeting life’s ups and downs with their heads held high; to slide down obstacles face on, and continue to shine during their darkest moments. David Foster Wallace, the author of â€Å"Infinite Jest†, one of Time Magazine’s100 best English-language novels published since 1923, gave the commencement address at the graduation ceremony of Kenyon College in 2005. His speech became so famous that in 2009 he published its concept in a book called â€Å"This is Water†. In the 2005 speech, the author told students to appreciate keeping things in mind. He went on to explain that they needed to learn and remember important life lessons from the very first time and never forget them regardless of how much trouble they face. Another important concept he focused on was the importance of using higher education to effectively assess others and act appropriately in everyday life. Ellen DeGeneres was the keynote speaker at the 2009 graduation ceremony of Tulane University. The comedian-turned-show-host shared the experiences that made her the confident, free-spirited person she is. She especially focused on the tumble her career took when she decided to tell the truth about her sexuality in order to be true to herself. However, she told the students that she managed to remain true to herself. Despite the hardships she had faced, she managed to succeed and achieve more fame than she imagined. Oprah Winfrey gave a speech at the 2007 Howard University graduation ceremony. She addressed the students, telling them not to be scared since nobody knows for sure where they will go in life. Instead, they may actually be able to succeed simply because they received ample nurturing at the institution. She then goes on to say that everyone has a calling, which is why they are part of this world. Oprah urged them to find out what they are supposed to do and begin doing it. She provided them with examples from her own life, including when she first decided to be on TV despite the entertainment industry’s racist views. Will Ferrell gave an extremely humorous speech at the graduation ceremony of Harvard University in 2003. While some may think the speech was entirely comedic and had no substance to it, it was actually the opposite. The comedian told the students about the real world through his eyes and experiences without sugarcoating it at the least. He explained that their life has been sheltered so far and that the worst is yet to come. One interesting bit of advice Ferrell shared is to question leaders the right number of questions at the right time. J.K. Rowling gave a powerful speech titled ‘The Fringe Benefits of Failure, and the Importance of Imagination at the 2008 graduation ceremony of Harvard University. The author of the ‘Harry Potter’ series went on about her fair share of disappointments, which began when she was not accepted in Oxford University in 1981. She even told students that the fact that they were graduating from Harvard probably meant that they have not been acquainted with failure. However, Rowling told them that they should not let the world decide what constitutes failure, but rather decide its criteria for themselves. Moreover, they should be ready to face inevitable failure head on. After all, to her, it meant stripping individuals from the unnecessary and gaining the determination to learn more about herself. With a new approach and knowledge, she would emerge wiser and stronger. You can use these seven facts to be inspired while writing your own speech. If you do not know how to write a great piece, check out our guide on how to write a speech for graduation for help and tips. Best of luck with your speech! References: Text of Steve Jobs Commencement address (2005). (2005). Retrieved April 19, 2016, from https://news.stanford.edu/2005/06/14/jobs-061505/ Adm. McRaven Urges Graduates to Find Courage to Change the World. (2014). Retrieved April 19, 2016, from http://news.utexas.edu/2014/05/16/mcraven-urges-graduates-to-find-courage-to-change-the-world This is Water Alumni Bulletin Kenyon College. (n.d.). Retrieved April 19, 2016, from http://bulletin.kenyon.edu/x4280.html IU Bloomington Newsroom. (n.d.). Retrieved April 19, 2016, from http://news.indiana.edu/releases/iu/2014/10/michael-uslan-iu-media-school.shtml Commencement. (n.d.). Retrieved April 19, 2016, from https://tulane.edu/grads/ellen-degeneres.cfm Class Day speech June 4, 2003: Will Ferrell. (n.d.). Retrieved April 19, 2016, from http://news.harvard.edu/gazette/story/2003/06/class-day-speech-june-4-2003-will-ferrell/ Text of J.K. Rowling’s speech. (n.d.). Retrieved April 19, 2016, from http://news.harvard.edu/gazette/story/2008/06/text-of-j-k-rowling-speech/

The Experiences of Nursing Students with Dyslexia Essay

The Experiences of Nursing Students with Dyslexia - Essay Example The work under study discussed the plight of nursing students that live with dyslexia. As one of the preliminary signs of believability of the report (Ryan, Coughlan & Cronin, 2007), it is well laid out, avoiding any unnecessary jargon, applying the use of good grammar and hence very believable to the reader. The title of the work is fully reflective of the content of the report, it displays an element of conciseness, clarity, and accuracy, given the content of the paper. The author of this report is credible, which is another requirement for believability (Gomm, 2004). Caroline Ridley is an expert in her field, given that she is a Senior Lecturer on adult nursing at the School of Health, Psychology and Social Care, at the Manchester Metropolitan University. The abstract of the paper accurately outlines the key components of the report, bringing out the aim of the study, the methodology used, the findings of the study and finally the conclusion of the study. Such are the components o f a good abstract (Ellis, 2013). Ridley’s (2011) work on pre-registration nursing students is backed by a clearly outlined rationale for undertaking the research. The author points out that dyslexia is a prevalent disability among the student population, which has warranted studies on the subject. She points out that there is limited research on healthcare practitioners that are suffering from dyslexia, despite the high rate of prevalence of these. The literature review conducted by the author is quite comprehensive. She applies a unique blend of old and recent literature on the topic, that is, by reviewing Shuler (1990) and Shallenberger (1993), and then going ahead to review a wide variety of more recently completed works such as that by Goode (2007) and Hartley et al. (2008). The literature review is satisfactory towards the philosophical underpinnings of the study (Ryan, Coughlan & Cronin, 2007), that is, it adequately presents some of the issues faced by nursing students with dyslexia. For example, according to Morris and Turnbull (2006), these students are subjected to attitudinal boundaries by others around them. Dale and Taylor (2001) point out effects such as frustration and low self-esteem among these dyslexic students. The literature review is able to amply fulfill its objectives of bringing out some of the issues that dyslexic medical practitioners have to contend with. Ridley (2011) gives the aim of her study as ‘to explore the experiences of pre-registration nursing students with dyslexia at one university.’ This aim is clearly stated, bringing important factors such as the student population under study and the factor under study (Kumar, 2010). The aim is consistent with the research question, which is to highlight the experiences of nursing students that have dyslexia. Ethically, the research is on par with the standards set for research (Polit & Beck, 2011). These standards require that participants are made fully aware of the nature of the study (Polit & Beck, 2011).  

Arrests vs. Stops (Response) Assignment Example | Topics and Well Written Essays - 250 words

Arrests vs. Stops (Response) - Assignment Example driving are more invasive because the driver would be denied his or her right to freedom of movement, taken to court, and fined, leaving their individual life more disrupted. The discussion draws several parallels from the findings of Fields and Emshwiller (2014) in relation to the more far-reaching effects of arrests. However, unlike the discussion, Fields and Emshwiller have backed up their findings with more reliable facts and figures relating to the expected education achievement and the economic status of the suspects or convicts at 25 years of age. For instance, according to Fields and Emshwiller (2014), 21% of individuals arrested by 23 will own a home; 15% of victims of arrests who are acquitted by courts will own a home; and 10% of victims of arrest and conviction will own a home at 25. The researchers provide accurate figures suggesting that arrests and subsequent conviction have lasting, negative effects on the victims. However, the research falls short of exploring other equally important contributing social factors affecting education, future employment and income among adolescents. These factors include; family income, race, ethnicity and parenting. Generally, better family income among people of color, effective parenting and white race are factors which are usually associated with better social and economic prospects of adolescents in adulthood. Fields, G., & Emshwiller, J.R., (2014). As Arrest Records Rise, Americans Find Consequences Can Last a Lifetime. Retrieved from