Pink Floyd Song Analysis - 1229 Words

â€Å"Time is gone the song is over†, now what? In life humanity craves more time. Time is the one fixation we cannot get enough of. Since humanity is required to age, time seems to slip away. We don’t comprehend how time is synthesized. Society knows it goes on forever, regardless of what happens in life. Pink Floyd’s album, Dark Side Of The Moon, had immense success. It was recorded in the summer of 1972 on Capital records. The song Time was written by Roger Waters and recorded in the progressive era of rock and roll. The song is important because it demonstrates how people don’t realize that time slips away. The song displays this by means of engineering, instruments, lyrics, and arrangement. Therefore, taking us into how this song fits†¦show more content†¦This sound demonstrates the rhythm of a clock ticking. Accompanied with this sound simultaneously is a single guitar strum. Preceding the instrumental symbolism we incorporate true inst ruments. The keyboard illustrates a relaxed tone in the background. After this the song leads into tom- tom drums, keeping up with the pace of the keyboard. Bestowing you with the essences of time running out. According to the website www.songfacts.com, â€Å"At the time of recording only a few tom-tom drums were available for the intro. To get the right mix and sound, the band had to tune each drum after hitting it, record it, and then blend and mix into a finalized percussion track†. Preceding the introduction the drums give one last tom and the lyrics approach. During the lyrics there is a combination of instruments. These include, guitars, drums, and keyboards. The instruments and vocals take a slow relaxed approach during this vocal stanza. Throughout the song when the lyrics move toward a revelation about what is occurring with time the instruments and vocals take the same relaxed approach. Conversely, the lyrics of the song have an extensive effect on how time sneaks away, but w e do not realize until it is too late.The lyrics of the song Time have a major effect on explaining how time creeps away and how we do not realize it.The lyrics in the first stanza are conveying that in a dull and boring day we sit around waiting for a sign to show us what to do with our life.The secondShow MoreRelatedA Cost Of Digging Rabbit Holes For Time Or Money1430 Words   |  6 PagesA Cost of Digging Rabbit Holes for Time or Money Or a Breath from the Dark Side of the Moon A consciousness analysis of the concept elements of time, money and madness within Pink Floyd’s â€Å"Speak to me/Breathe† song as well as lyrics, released in1973, and featured on the album title The Dark Side of The Moon. 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The Location and Legend of Alba Longa

Eleanor Roosevelt Free Essays

Discuss in detail how one of the First Ladies (since 1933) has made an impact on a social issue in the United States First Lady, Eleanor Roosevelt experienced tremendous pain throughout her childhood and believed she would find happiness in helping others. Her sense of social responsibility started in early adulthood advocating for the disadvantaged. After entering the White House in March, 1933 her eyes opened to the depth of racial discrimination and the suffering of African Americans. We will write a custom essay sample on Eleanor Roosevelt or any similar topic only for you Order Now She made it known that the United States government had a moral duty to ensure racial equality. Her critics viewed her standpoint as radical. Mrs. Roosevelt did not waiver in her fight against discrimination despite the political constraints, failures and public outrage. This was evident in â€Å"Arthurdale†, a small community in West Virginia created to help destitute citizens become economically self-sufficient during the Great Depression. She pushed the Homestead Administration to admit African Americans but they refused. She fought and succeeded in getting other low cost housing for African American families. Mrs. Roosevelt urged President Roosevelt as well as the entire nation to confront the discrimination that faced African Americans. She viewed racial discrimination as undemocratic and immoral. She showed her opposition publicly against the heinous crime of lynching perpetrated on African Americans by Caucasian supremacist. When the Costigan-Wagner anti-lynching bill was introduced in 1934, civil rights leader, Walter White needed Mrs. Roosevelt’s assistance to secure the president’s support. Her support infuriated the President’s administration and southerners. This led many including FBI Director J. Edgar Hoover to conclude she had African American blood in her veins. Despite her best effort the bill failed. The President did not support it for various political reasons. Later in 1939, Present Roosevelt created the Civil Rights Section of the Justice Department making lynching a crime, but failed to win any convictions until 1946. In 1939 Mrs. Roosevelt resigned from the Daughters of the American Revolution after they refused to let African American Marian Anderson sing in their Constitution Hall. Mrs. Roosevelt’s action put racism in the national spotlight. The First Lady was instrumental in arranging for Ms. Anderson to perform at the Lincoln Memorial instead. Her biggest accomplishment in the struggle for racial justice was the Fair Employment Practices Commission established through Executive order by President Roosevelt in June 1941. It read â€Å"there shall be no discrimination in the employment of workers in defense industries or government because of race, creed, color, or national origin. † She played a pivotal role in the ending of military segregation, and in the training of the Tuskegee Airmen’s becoming active fighter pilots in World War II. Their success proved that African Americans were just as capable as their Caucasian counterpart. After President Roosevelt’s death in April of 1945, she joined the NAACP becoming the first Caucasian D. C. resident to be a board member. Up until her death in 1962, she continued her fearless work against racism. Her relentless support significantly impacted the future of African Americans. In a condolence letter to her family, Dr. Martin Luther King wrote â€Å"Her life was one of the bright interludes in the troubled history of mankind. † How to cite Eleanor Roosevelt, Essay examples

How Did Mass Media Influence Adolescents and Children in the Last Ten Years free essay sample

TV Media’s Influence on Child Development http://www. cleancutmedia. com/tv-shows/tv-medias-influence-on-child-development â€Å"Several risks to pediatric health are literally staring children in the face. It’s time to call the doctor. † Want to share this old, but great article from the Harvard Medical Alumni Bulletin. Very interesting points about how media cuts into many issues such as obesity, eating disorders, attention disorders, violence, sex, and drug use and how Medical Professionals need to deeply consider how much media has an influence on the development of these. As this fairly long article is well written, I will simply excerpt huge chunks of it. I’ve copied out significant paragraphs and bolded the main points. Hope it is helpful. Full Article  Here. The most important thing we’ve learned, So far as children are concerned, Is never, never, never let Them near your television set†¦ They sit and stare and stare and sit Until they’re hypnotized by it†¦ Did you ever wonder exactly what This does to your beloved tot? His brain becomes as soft as cheese His powers of thinking rust and freeze He cannot think—he only sees! the Oompa-Loompas in Charlie and the Chocolate Factory TV Media on Child Development The Oompa-Loompas’ cautionary song about the hypnotic effects of television on children may have seemed alarmist in 1964 when Charlie and the Chocolate Factory was first published, but now its lyrics seem almost understated. In Roald Dahl’s story, television addict Mike Teavee pays for his obsession by getting shrunk to the size of an actor on a television screen. Dahl exaggerates the effects of excessive viewing, but for children glued to media screens today, the consequences may be more insidious and just as hazardous. Decades of research have established that television and other screen media—movies, the Internet, and video games—constitute a powerful environmental influence on children’s health and development, according to the Center on Media and Child Health at Children’s Hospital Boston. American children aged 8 to 18 spend an average of 6 hours and 21 minutes daily using media—more time than they spend in school or with their parents. And the risks of so much time spent in thrall to their screens are serious. More than 2,200 studies have linked media use and aggressive behavior. By age 18, a child will, on average, have witnessed 200,000 acts of violence, including 18,000 murders. Children’s programs—shows that one would expect to be free of violence—average 14 violent acts per hour, 8 more than adult programs. For adolescents, the influence of violence in media may even prove fatal: the top three causes of death among 15- to 19-year-olds all involve accidental or intended violence. Media’s Influence on the Mind Like the Oompa-Loompas, Michael Rich ’91 understands the powerful clutch media can have on the mind, especially the mind of a child. So well has research documented the connection between watching violence on television and aggressive behavior, he says, that the correlation is â€Å"stronger than those linking calcium with bone density and passive smoke with lung cancer. † Rich, a pediatrician and former filmmaker who worked for two years with the famed Japanese director Akira Kurosawa, directs the Center on Media and Child Health. Much of Rich’s research has focused on the dangers stemming from the violence depicted on television and, more recently, the violence that permeates video games. One 2004 study by another group compared the physiological responses of adults playing four different video games, two with storylines and two without. The researchers found that story-based video games led to significantly more character and game identification and increased physiological arousal. Other studies have documented how such physiological responses can lead to aggression. â€Å"If you watch a violent show and a half hour later go to a store where someone cuts you in line, you’re more likely to respond aggressively,† Rich says. â€Å"Over time, small incidents accumulate and form patterns of violent behavior. What matters is that you learn from what you experience. † And by learning, he means the hardwired kind. â€Å"Brain mapping indicates that media violence is processed along primitive survival pathways and stored in long-term memory,† he says. In other words, we embed media violence deeply in our brains. In work with functional magnetic resonance imaging, or fMRI, Rich’s team has discovered that â€Å"the brain regions activated when viewing violence onscreen are the same ones that light up when those suffering from post-traumatic stress disorder relive their traumas. † Alvin Poussaint, founder of the Media Center at the Judge Baker Children’s Center and an HMS professor of psychiatry, says that the way children learn from television can cause another form of lasting harm. â€Å"If children watch ‘edutainment’—shows that teach through song and dance—they begin to associate learning with an entertainment format and expect that format when they go to school,† he says. â€Å"But teachers aren’t going to sing and dance for them. So then children complain that school is boring. Compared to the fast-paced, exciting shows they’re used to on television, it is boring. Nothing will meet that standard. Television constantly ups the ante. † Some of the newest research suggests that television and the multimedia world in which children simultaneously watch MTV, listen to iPods, and chat on the Internet may be contributing to the increase in diagnoses of attention disorders. Rich believes that fMRI studies on attention, which are only now just getting started, will help establish whether a connection exists. Certainly, researchers have found a correlation between media use and reading. â€Å"Kids who watch the most television don’t do as well in school,† says Poussaint. Television is not the best way to learn; it’s too passive and noninteractive. † A 2003 study found that toddlers and older children with screen media in their bedrooms learned to read later and read less than those with no screen media in their rooms. The Oompa-Loompas begin to seem like prophets. Media can be a Good Influence on Development John Livings tone ’58, a pediatric psychiatrist at McLean Hospital, an HMS assistant professor, and a consultant to the television industry, is campaigning for PBS to embed emotional literacy in its new programming and for the cable industry to embrace health-risk standards. Television shows can model positive ways for handling feelings,† he says. â€Å"Social learning research shows that when children watch likable characters struggling with decision-making, they can learn better impulse control, especially when they see the realistic results of the choices the characters made. † The power of prosocial programming can be so strong, Livingstone adds, that even violent content—when portrayed realistically and in the context of outcomes—can be beneficial. â€Å"If it’s handled well,† he says, â€Å"violence with consequences can promote socially responsible behavior. Let’s say a show features a gang of kids on a street. In one scenario, a gang member remarks that a passing kid looks like a wimp and says, ‘Let’s punch him out. ’ The group beats him up. † â€Å"In a better scenario,† Livingstone says, â€Å"the gang member remarks that a passing kid looks like a wimp and says, ‘Let’s punch him out. ’ But this time a likable gang member speaks up against the plan, then another and another. Half the group takes off in protest. The other half beats the boy up and later faces legal and parental repercussions. The program could retain its dramatic tension while modeling a socially acceptable option in the teenager’s world. † Change Media Intake, Change Everything Else Strasburger, who researches media’s effects on children and adolescents at the University of New Mexico, also wants to promote media literacy, but finds it difficult to convince physicians, parents, and teachers that the issue should take priority. â€Å"When I consulted with the National Parent Teacher Association,† he says, â€Å"its leaders had a hundred concerns on their list, and media literacy was nowhere near the top. They wanted to talk about obesity, eating disorders, and bullying, but didn’t realize that media affect all those problems. Many parents and teachers believe media have a minor influence. That might have been true when they were growing up, but it sure isn’t the case now. † Poussaint adds that parents should play an important role. â€Å"Parents need to watch television with their children and explain what’s make-believe,† he says. â€Å"Commercials are especially insidious, because children don’t begin to understand the persuasive intent of ads until about age eight. Commercials also pit children against parents. Television tells children a particular candy bar will make them happy and, when parents refuse to allow it, the children see their parents as denying them this happiness. † Strasburger says some of this work can be done in school. â€Å"We need to teach kids skepticism about advertising and television programming,† he says. â€Å"They should understand, for example, why a commercial or show airs when it does. We already have a system in place for teaching media literacy: sex and drug education programs in schools. Both could incorporate media literacy, and teachers could take the lead. †