Hip Hop And Rap Music - 1646 Words

In hip-hop and rap, one of the most important aspects of the songs is the words. It is all about the meaning and the kind of message or story the artist is trying to convey to the listener. One artist who has emerged in the last 27 years who exemplifies this part of hip-hop, is George Watsky, or as he is more commonly known as, Watsky. Watsky, a progressive hip-hop artist, draws upon the roots and stylings of early and 90s hip-hop, while also adding contemporary social commentary into his poetic lyrics as one of the more thoughtful progressive hip-hop artists of the 21st century. When hip-hop artists first began adding social commentary into their lyrics, the zeitgeist of the times was a time of disenfranchisement, violence, poverty,†¦show more content†¦Since hip-hop was first introduced, there has been a rise in inequality and racial tensions, which has resulted in more segregated schools and neighborhoods, more discrimination and more violence than ever before. As a white artist, Watsky added his own perspective on this zeitgeist with his song â€Å"Color Lines (feat. Catch Wreck).† Within his song, Watsky’s raps highlight the white person’s role in the formation of this society, with lyrics such as â€Å"lynch trees have the same white limbs/ check out my arms, I look just like him.† While with another verse, Catch Wreck responds with lyrics such as â€Å"let’s you and I get one thing straight/ the game never been equal, ain’t no food on my plate/ I gave birth to this and you just took it and co-opted it and profited/ and packed it and wouldn’t give me half of it.† This back and forth between Catch Wreck and Watsky not only illustrates the divide in society and the growing racial tensions that has been accumulating for decades, but it also adds in the style from the roots of hip-hop, known as the dozens. The dozens are a style of rapping in which one which one verbally duels with another. This duel is clearly shown when Catch Wreck says, â€Å"All you gotta do is get past the guilt/ we ain’t living in a house that master built/ if you understand that, tell your people what you know/ because one of ‘em got enough money to pay back what you owe† and WatskyShow MoreRelatedHip Hop And Rap Music1699 Words   |  7 PagesHip-hop is a cultured style that started in the 1970’s. Majority of different funk groups began playing disco music at that time it was popular. During this time funk music was technology driven more electronic sounds were being used on the drum machines. Funk was the new dance in the early 70’s. This particular style of singing in which was being used is called rapping, this begun in African American, Urban Areas, Jamaican American, Latino American and many others cities of the United States. TheRead MoreRap Music : Hip Hop Essay1509 Words   |  7 PagesRap, or hip hop as some call it, ranks in the top ten of most popular music genres in the world. Since it burst on the scene in the late 1970s, rap music changed the landscape of the music industry, especially for African-American artists. The genre accredited some of the biggest names in the music industry. Popular artists like LL Cool J, Tupac, Notorious B. I. G., Jay-Z, Kanye West, and many others produce, or have produced, millions of hip-hop records. The secret to the success of hip hop centersRead MoreHip Hop And Rap Music Essay1941 Words   |  8 Pagesincreased presence of hip-hop culture within American culture, many educators no longer view hip-hop culture with the same air of skepticism common in the early stages of HHBE.† Hip Hop Based Education also referred to as HHBE is movement that helps bring hip hop into the classroom.(USE THAT SOURCE HERE) HHBE has many positive and influential outcomes for children living in inner cities. Hip hop music has categories and one of them is rap. By bringing hip hop and rap music into schools i t servesRead MoreHip Hop And Hip Rap Music1144 Words   |  5 PagesHip hop music has delivered messages of freedom of expression, unity, peace, and protest against social injustices, for the past 30 years. But exactly when and where did it begin, and what impact has it had on our society? The hip hop beats created by DJs in the 70s actually sparked what is now known as hip hop culture. Hip hop culture originally included rapping, break dancing, graffiti, beat boxing, and looping and scratching, and has now includes urban clothing and cars, speech patterns and slangRead MoreHip Hop And Rap Music1584 Words   |  7 PagesHip hop music is one of the most popular genres in present time that rose to prominence in the 1980’s. The hip hop genre was born in the African American community and has since then changed into what it is today. What most individuals don’t know is that originally rap music did not contain such explicit themes as it does now; such as misogyny, drugs, crime, and violence among others. Many people may wonder what led to the introduction of such themes into rap music and why they remained popular.Read MoreHip Hop And Rap Music1505 Words   |  7 PagesSwiss Hip Hop and Rap According to Michael Dyson and Wikipedia, Hip hop music and Hip Hop culture formed during the 1970s when block parties became increasingly popular in New York City. The genre became home to and was developed by African American youth residing in the Bronx. Block parties involved DJs playing very percussive breaks of popular songs Then Rapping developed as the primary vocal style of the genre. Hip hop s early evolution occurred as sampling technology and drum-machines becameRead MoreRap Music And Hip Hop1560 Words   |  7 Pages â€Å"Gangsta rap† has been around since the late 1980s, and has been categorized as a specific type of hip hop. Reflecting the violent lifestyles of many black American youths living within the inner cities of the West and East coast, gangsta rap became a voice. The genre reflected on and spoke about the harsh realities of what life for a black person during the 1980s. One of the most prominent rap names during this era that became the voice for many people throughout the nation was the N.W.A (NiggazRead MoreHip Hop And Hip Rap Music2527 Words   |  11 Pagesstudy of hip hop music has been cited well throughout its growth over time. The purpose of this paper is intended to discuss hip hop culture and address cultural stereotypes associated with rap and hip-hop music, but also how its original lyrical intentions were forms of expression and art. It will begin by guiding the reader through how it originated, its influence with the African-Americans with its subculture and pop ularity in urban areas, its styles of evolving, the introduction of hip hop and rapRead MoreHip Hop And Rap Music1527 Words   |  7 PagesHip Hop is also known as rap music, it was a genre formed in the United States in the 1970s that consists of stylized rhythmic music that commonly follows by rap music. Rap music is rhyming speeches that are chanted. It is a popular style of music that is developed by disc jockeys and urban black people in the late 1970s. It starts off with rhyming beat patterns in the background. It had all began in the Bronx of New York City, with urban men creating words that rhyme on the corner of their blockRead MoreHip Hop And Rap Music904 Words   |  4 PagesHip-Hop/rap music receives the harshest criticism in the music industry. This is because listeners of hip-hop music don’t fully understand the message that the artist is trying to portray. Behind all the vulgar verses is actually a message that the artist wants to listener to know about. Most people don’t listen to hip-hop music because of how they see the artist illustrating their self. Many artists create music based off of his or her background and life growing up. Hip-hop music has a negative

The Struggle Of The Russian Civil War - 1707 Words

The Russian Civil War On October, 1917, the Bolshevik party overthrew the Russian government and arrested him. They take control over Russia. From there, things start to not go really well because of the Bolsheviks policies. A chaos starts to begin a lot of people weren’t happy. The economy was bad, there was a great inflation. Also, they were having a lot of enemies. All these people who hated them start to come together and they formed a group which called the Whites. From there, the civil war starts, the whites start to fight with the reds. The reds were a group who support the Bolsheviks. In the book of the Red victory, the author states, â€Å"Russia’s terrible civil war. Here, sons fight against fathers, and brothers kill brothers as†¦show more content†¦The Bolsheviks have their supporters who were the red Army. (Figes 168). The red army was a volunteer force of proletarians from the Urban citadels of Bolshevik power in the central and the northern Russ ia (Figes 168). However, the Bolshevik party was having a lot of enemies, a lot of people were disliked them (Johndclare). One of the Bolshevik enemies was the social revolutionary (Johndclare). They became an enemy to the Bolsheviks after the election that they both entered (Johndclare). This election, held in 1917, the Bolsheviks and the social revolutionary, both entered that election (Johndclare). The Bolsheviks party won 175 seats only, while the social revolutionary won 375 seats (Johndclare). As a result, Lenin used the Red guards to close the assembly and they killed anyone who resists (Johndclare). The social revolutionary fought back by attacking the Bolshevik part and because of that the social revolutionary and the Bolsheviks part became an enemy (Johndclare). Another enemy that hated the Bolsheviks party was Laver Korniloin (Spartacus). He organized a volunteer army that was about 3000 men (Spartacus). Over a month’s later other groups joined these people and they called themselves the White army (Spartacus). Also, one of the groups that joined the white army was the cadets, they wanted to keep the war the against the central powers and because that didn’t happen, they turned against the Bolsheviks and they joined

The Safe Discharge of Patients

Question: Write an essay on the Safe Discharge of Patients? Answer: L M Safe discharge 1A Description The central focus of the current essay would be to ensure the safe discharge of patients who want to reside in their homes. It would reflect on a plethora of professional issues which have been encountered by me during my practice at the clinic and also the management placement. The easy seeks to critically appraise the theories that underpin leadership and management within healthcare and additionally outlines the various qualities and skills required to lead and manage individuals and the its implications for the group dynamics of various professional teams in this regard. Findings During my practice, I once encountered a patient who was declared medically fit to go home, but still i did not consider it safe to send her home as I thought she would be unable to perform her Daily Living Activities (DLA). Hence as part of my responsibility in accordance with the Nursing and Midwifery Council (2015), I raised the concern about her Daily Living Activities (DLA) and hence the case was referred to Multi-Disciplinary Team (MDT). The MDT arranged an effective package of care (Department of Health 2010) given by student nurses under the supervision of their respective mentors (NMC 2007, Lees 2004). In this case, I had the opportunity to act as an informal leader (Royal College of Nursing 2002). Evaluation The patient was discharged and reached home safely. As a near qualified student nurse, I lead this discharge process (while adhering to the trust discharge policy) under the vigil supervision of my mentor who was working with MDT (DH 2010). The member of MDT expected the safe discharge of the patient which is imperative since safety constitutes a key component of Maslows hierarchy of needs (Runyan 2008). Analyse Transformation theory is the leadership theory that supports my discharge plan. It was Suliman (2009) who proved that transformation theory is relatively more popular and successful in the healthcare sector. Transformation leaders tend to concentrate on the culture and learning experiences of the individuals and advocate shared responsibilities (Avolio and Bass 2001; Smith 2011). Avolio and Bass (2001) state that transformational leaders tend to raise the level of moral maturity of their followers. As per Stanley (2006), it is imperative that clinical leaders need to be equipped with clinical competence along with skills such as knowledge, empowerment, decision-making and effective communication. During my experience, when I was require to liaison with MDT, I acted as an active participant at the MDT meeting so as to discuss and gather all requisite information specific to each DLA of patient so as to determine how to get the patient discharged to home in a safe and secure manner. As per Miers and Pollard (2010), one of the most vital aspects of safe discharge planning is communication and hence in case of ineffective communication discharge may be delayed. Hence it can be concluded that effective leadership when involved in multidisciplinary working results in better outcome. However this activity helped me understand self awareness is a very critical part of leadership. Hence effective communication and self-awareness are the core skills which are required for leadership. References: Avolio B J and Bass B M (2001) Developing Potential Across A Full Range of Leadership: Cases on Transactional and Transformational LeadershipTaylor Francis (online) last accessed on 21/05 2015 at https://lib.myilibrary.com/Open.aspx?id=232425 Department of Health (2010) Ready to go? Planning the discharge and the transfer of patients from hospitals and intermediate care (online) last accessed on 02/05/2015 at https://www.thinklocalactpersonal.org.uk/_library/Resources/Personalisation/EastMidlands/PandEI/Ready_to_Go_-_Hospital_Discharge_Planning.pdf Lees L (2004) Making Nurses-Led discharge work to improve patient care Nursing Times (online) last accessed on 02/05/2015 at https://www.nursingtimes.net/Journals/2013/02/15/m/s/r/040914Making-nurse-led-discharge-work-to-improve-patient-care.pdf Miere and Pollard (2010) Care in acute settings in Pollard (ed) Understanding Interprofessional Working in Health and Social Care Palgrave Macmillan National Health Service Institute for Innovation and improvement (2013) Qualty and Service Improvement Tools; Discharge Planning (online) last accessed on 02/05/ 2015 at https://www.institute.nhs.uk/quality_and_service_improvement_tools/quality_and_service_improvement_tools/discharge_planning.html Nursing and Midwifery Council (2015) The code of conduct NMC Nursing and Midwifery Council (2007) Introduction of Essential Skills Clusters for Pre-registration Nursing programmes NMC Royal College of Nursing (2002) Helping students get the best from their practice placements (online)last accessed on 20/05/2015 at https://www.ed.ac.uk/polopoly_fs/1.50823!/fileManager/RCNHelpingStudentsgettheBestfromtheirPracticePlacements.pdf Runyan W M (2008) Running head: Human needs; Maslows Theory of Motivation and Hierarchy of Human Needs: A Critical Analysis (online) last accessed on 20/05/2015 athttps://thoughtleaderpedia.com/Marketing-Library/AdvertisingDoesn%27tWork_HierachyOfEffectsModel/8703989-Maslows-Hierarchy-of-Needs-A-Critical-Analysis.pdf Smith M A (2011) Are you a transformational leader? Nursing Management (online) last accessed on 03/05/2015 at https://journals.lww.com/nursingmanagement/Fulltext/2011/09000/Are_you_a_transformational_leader_.8.aspx Stanley D (2006) In command of care: Clinical Nurse Leadership Explored Journal of research in nursing 11 (1): 20-39 Suliman W A (2009) Leadership Style of Nurse Managers in a Multinational Environment Nurse Admin Q 33(4): 301-309

Psychology Adolescent Depression Essay Example For Students

Psychology Adolescent Depression Essay The Under AcknowledgedDisease Depression is a disease that afflicts the human psyche insuch a way that the afflicted tends to act and react abnormallytoward others and themselves. Therefore it comes to no surprise todiscover that adolescent depression is strongly linked to teensuicide. Adolescent suicide is now responsible for more deaths inyouths aged 15 to 19 than cardiovascular disease or cancer(Blackman, 1995). Despite this increased suicide rate, depression inthis age group is greatly underdiagnosed and leads to seriousdifficulties in school, work and personal adjustment which may oftencontinue into adulthood. How prevalent are mood disorders inchildren and when should an adolescent with changes in mood beconsidered clinically depressed? Brown (1996) has said the reasonwhy depression is often over looked in children and adolescents isbecause children are not always able to express how they feel. Sometimes the symptoms of mood disorders take on different formsin children than in adults. Adolescence is a time of emotional turmoil,mood swings, gloomy thoughts, and heightened sensitivity. It is atime of rebellion and experimentation. Blackman (1996) observedthat the challenge is to identify depressive symptomatology whichmay be superimposed on the backdrop of a more transient, butexpected, developmental storm. Therefore, diagnosis should notlay only in the physicians hands but be associated with parents,teachers and anyone who interacts with the patient on a daily basis. Unlike adult depression, symptoms of youth depression are oftenmasked. Instead of expressing sadness, teenagers may expressboredom and irritability, or may choose to engage in risky behaviors(Oster ; Montgomery, 1996). Mood disorders are oftenaccompanied by other psychological problems such as anxiety(Oster ; Montgomery, 1996), eating disorders (Lasko et al.,1996), hyperactivity (Blackman, 1995), substance abuse(Blackman, 1995; Brown, 1996; Lasko et al., 1996) and suicide(Blackman, 1995; Brown, 1996; Lasko et al., 1996; Oster ;Montgomery, 1996) all of which can hide depressive symptoms. The signs of clinical depression include marked changes in moodand associated behaviors that range from sadness, withdrawal, anddecreased energy to intense feelings of hopelessness and suicidalthoughts. Depression is often described as an exaggeration of theduration and intensity of normal mood changes (Brown 1996). Key indicators of adolescent depression include a drastic change ineating and sleeping patterns, significant loss of interest in previousactivity interests (Blackman, 1995; Oster ; Montgomery, 1996),constant boredom (Blackman, 1995), disruptive behavior, peerproblems, increased irritability and aggression (Brown, 1996). Blackman (1995) proposed that formal psychologic testing may behelpful in complicated presentations that do not lend themselveseasily to diagnosis. For many teens, symptoms of depression aredirectly related to low self esteem stemming from increasedemphasis on peer popularity. For other teens, depression arisesfrom poor family relations which could include decreased familysupport and perceived rejection by parents (Lasko et al., 1996). Oster ; Montgomery (1996) stated that when parents arestruggling over marital or career problems, or are ill themselves,teens may feel the tension and try to distract their parents. Thisdistraction could include increased disruptive behavior,self-inflicted isolation and even verbal threats of suicide. So how canthe physician determine when a patient should be diagnosed asdepressed or suicidal? Brown (1996) suggested the best way todiagnose is to screen out the vulnerable groups of children andadolescents for the risk factors of suicide and then refer them fortreatment. Some of these risk factors include verbal signs ofsuicide within the last three months, prior attempts at suicide,indication of severe mood problems, or excessive alcohol andsubstance abuse. Many physicians tend to think of depression as anillness of adulthood. In fact, Brown (1996) stated that it was only inthe 1980s that mood disorders in children were included in thecategory of diagnosed psychiatric illnesses. In ac tuality, 7-14% ofchildren will experience an episode of major depression before theage of 15. An average of 20-30% of adult bipolar patients reporthaving their first episode before the age of 20. In a sampling of100,000 adolescents, two to three thousand will have mooddisorders out of which 8-10 will commit suicide (Brown, 1996). .u4722e1c743b1b74ff44d85dd8f9efcee , .u4722e1c743b1b74ff44d85dd8f9efcee .postImageUrl , .u4722e1c743b1b74ff44d85dd8f9efcee .centered-text-area { min-height: 80px; position: relative; } .u4722e1c743b1b74ff44d85dd8f9efcee , .u4722e1c743b1b74ff44d85dd8f9efcee:hover , .u4722e1c743b1b74ff44d85dd8f9efcee:visited , .u4722e1c743b1b74ff44d85dd8f9efcee:active { border:0!important; } .u4722e1c743b1b74ff44d85dd8f9efcee .clearfix:after { content: ""; display: table; clear: both; } .u4722e1c743b1b74ff44d85dd8f9efcee { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4722e1c743b1b74ff44d85dd8f9efcee:active , .u4722e1c743b1b74ff44d85dd8f9efcee:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4722e1c743b1b74ff44d85dd8f9efcee .centered-text-area { width: 100%; position: relative ; } .u4722e1c743b1b74ff44d85dd8f9efcee .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4722e1c743b1b74ff44d85dd8f9efcee .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4722e1c743b1b74ff44d85dd8f9efcee .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4722e1c743b1b74ff44d85dd8f9efcee:hover .ctaButton { background-color: #34495E!important; } .u4722e1c743b1b74ff44d85dd8f9efcee .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4722e1c743b1b74ff44d85dd8f9efcee .u4722e1c743b1b74ff44d85dd8f9efcee-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4722e1c743b1b74ff44d85dd8f9efcee:after { content: ""; display: block; clear: both; } READ: Free Media Violences - Mass Mediated Violenc EssayBlackman (1995) remarked that the suicide rate for adolescents hasincreased more than 200% over the last decade. Brown (1996)added that an estimated 2,000 teenagers per year commit suicide inthe United States, making it the leading cause of death afteraccidents and homicide. Blackman (1995) stated that it is notuncommon for young people to be preoccupied with issues ofmortality and to contemplate the effect their death would have onclose family and friends. Once it has been determined that theadolescent has the disease of depression, what can be done aboutit? Blackman (1995) has suggested two main avenues to treatment:psych otherapy and medication. The majority of the cases ofadolescent depression are mild and can be dealt with throughseveral psychotherapy sessions with intense listening, advice andencouragement. Comorbidity is not unusual in teenagers, andpossible pathology, including anxiety, obsessive-compulsivedisorder, learning disability or attention deficit hyperactive disorder,should be searched for and treated, if present (Blackman, 1995). For the more severe cases of depression, especially those withconstant symptoms, medication may be necessary and withoutpharmaceutical treatment, depressive conditions could escalate andbecome fatal. Brown (1996) added that regardless of the type oftreatment chosen, it is important for children suffering from mooddisorders to receive prompt treatment because early onset placeschildren at a greater risk for multiple episodes of depressionthroughout their life span. Until recently, adolescent depression hasbeen largely ignored by health professionals but now several meansof diagnosis and treatment exist. Although most teenagers cansuccessfully climb the mountain of emotional and psychologicalobstacles that lie in their paths, there are some who find themselvesoverwhelmed and full of stress. How can parents and friends helpout these troubled teens? And what can these teens do about theirconstant and intense sad moods? With the help of teachers, schoolcounselors, mental health profession als, parents, and other caringadults, the severity of a teens depression can not only be accuratelyevaluated, but plans can be made to improve his or her well-beingand ability to fully engage life. BibliographyBlackman, M. (1995,May). You asked about adolescent depression. The CanadianJournal of CME . Available HTTP:http://www.mentalhealth.com/mag1/p51-dp01.html. Brown, A. (1996, Winter). Mood disorders in children and adolescents. NARSAD Research Newsletter . Available HTTP:http://www.mhsource.com/advocacy/narsad/childmood.html. Lasko, D.S., et al. (1996). Adolescent depressed mood andparental unhappiness. Adolescence, 31 (121), 49-57. Oster, G. D.,; Montgomery, S. S. (1996). Moody or depressed: The masks ofteenage depression. Self Help ; Psychology . AvailableHTTP:http://www.cybertowers.com/selfhelp/articles/cf/moodepre.html.