Jerry Garcia And The Grateful Dead Essay examples -- essays research p

Jerry Garcia and The Grateful Dead Jerome John Garcia was born in 1942, in San Francisco's Mission District. His father, a spanish immigrant named Jose "Joe" Garcia, had been a jazz clarinetist and Dixieland bandleader in the thirties, and he named his new son after his favorite Broadway composer, Jerome Kern. In the spring of 1948, while on a fishing trip, Garcia saw his father swept to his death by a California river. After his father's death, Garcia spent a few years living with his mother's parents, in one of San Francisco's working-class districts. His grandmother had the habit of listening to Nashville's Grand Ole Opry radio broadcasts on Saturday nights, and it was in those hours, Garcia would later say, that he developed his fondness for country-music forms-particularly the deft , blues-inflected mandolin playing and mournful, high-lonesome vocal style of Bill Monroe, the principal founder of bluegrass. When Garcia was ten, his mother, Ruth, brought him to live with her at a sailor's hotel and bar that she ran near the city's waterfront. He spent much of his time there listening to the drunks', fanciful stories; or sitting alone reading Disney and horror comics and pouring through science-fiction novels. When Garcia was fifteen, his older brother Tiff - who years earlier had accidentally chopped off Jerry's right-hand middle finger while the two were chopping wood - introduced him to early rock & roll and rhythm & blues music. Garcia was quickly drawn to the music's funky rhythms and wild textures, but what attracted him the most were the sounds that came from the guitar; especially the bluesy "melifluousness" of players such as; T-bone Walker and Chuck Berry. It was something he said that he had never heard before. Garcia wanted to learn how to make those same sounds he went straight to his mother and told her that he wanted an electric guitar for his next birthday. During this same period, the beat period was going into full swing in the Bay Area, and it held great predominance at the North Beach arts school where Garcia attended and at the city's coffeehouses, where he had heard poets like Lawrence Ferlinghetti and Kenneth Rexroth read their best works. By the early... ...80, a year after leaving the band; and Brent Myland, of a morphine and cocaine overdose in 1990; never really took away from the Dead's momentum as a live act. After the 1986 summer shows with Bob Dylan and Tom Petty and the Heartbreakers, Garcia passed out at his home in San Rafael, California, and slipped into a diabetic coma. His body was not agreeing with all the years of road-life and drug abuse. When he came out of the coma the Dead made a tribute song to growing old gracefully and bravely, "Touch of Grey." Unfortunately, though, Garcia's health was going nowhere but downhill, and according to some people so was his drug problem. He collapsed from exhaustion in 1992, resulting in many cancellations in their tour that year. After his 1993 recovery, Garcia devoted himself to a regimen of diet and exercise. At first it worked and he wound up losing sixty pounds. There were other positive changes at work: He had become a father again in recent years and was spending more time as a parent, and in 1994 he entered into his third marriage, with filmmaker Deborah Koons. Plus, to the pleasure of numerous Deadheads

What Is the Effect of Lack of Sleep on College Students?

Running head: WHAT IS THE EFFECT OF LACK OF SLEEP ON A COLLEGE STUDENT'S BRAIN AND BEHAVIOR Gilbert and Weaver (2010) examined the sleep quality with academic performance with university students, whether it is complete sleep deprivation or poor sleep quality. This study was to determine if lack of sleep or having poor sleep value in non-demoralized college students were related to the low academic routine. The author’s expectations were to find the relationship between the student’s environment and lifestyle with their sleep patterns and the force it has on their educational performance.Within the study the authors found that being able to have good sleep patterns and quality is a big key part for student to have a good GPA and being able to pass all their academics. Yet, a huge portion of college students do not get plenty or a fair amount of sleep. The authors also found in their study that students should be more considerate on the sleep value and sleep amount they should have. To the authors awareness, This is the first study to have found a relationship between poor sleep quality and lower academic performance using a large sample size and importantly, for non depressed students alone. Gilbert and Weaver, 2010). This study will provide my research with the important factors of sleep and education for a college student, in order to foresee the academic routine on the student’s foundation of sleep quality and quantity. Also it would provide my study with the question of whether our society should start regulating students to sleep enough to perform better, or instead let the students perform as they are doing. The author could not prove that poor sleep patterns resulted in a lower GPA for students, they only knew the important contributions that pointed to the conclusions of the study.Another limitation was that when the author performed the study, they only performed the study on freshman college students and not any higher level colle ge students. Lastly, they didn't check the University transcripts for the student’s grade point average; they relied on the student’s honesty. Mateika, Millrood, and Mitru (2002) examined the consequences of sleep on learning performance and the behavior that results from lack of sleep, in adolescents. The authors did the study to see the different options to help students re-establish and balance their normal sleep and everyday routine.The expectations of authors were to find a solution to help young adults in preventing the cause of their lack of sleep, whether it was from their parents, the school, work, or medical reasons. From all the different perspective views of the authors, they found that, the side effects that manifest was a consequence of sleep deprivation are independent†¦include inattention and poor performance in the classroom and emotional and behavioral changes. (Mateika, et. al. , 2002). With that, they looked at different changes they could make , like changing the time of when school starts, or looking if the students had sleep disorder.They found that parents and school should help increase the promotion of healthy sleep patterns for the importance of the sleep on school and work performance and behavior in the student. This study provides a different perspective of how to deal with sleep deprivation, instead of looking at the students sleep patterns and lifestyle and changing that, this study looks at how parents, or schools can be change the lack of sleep in order for students to perform better in their school and work environment.This provides my study with the mentality that students are mostly not to blame for their own lack of sleep, the blame can be from the amount of workload the students get from their teachers, the time they go to school and leave, the time they go to work and leave work, or even the amount of time not being able to sleep due to stress or insomnia. So all this gives me different perspectives to look at in order to solve the problem of the cause of sleeplessness.The only limitation in this study is that when looking at school workload being increased and the early time of class becomes a bit of a problem with the amount of sleep the student loses and gains. Cruess and Wells (2006) examined the results of sleeplessness on the consumption of food and food choices, which may have a lead problem to health in issues to those who have, sleep deprivation, The authors did this study to show the link between sleep and food intake within college students.They believe that students who sleep less would choose them food that is less healthy, because the students are less concerned of their weight and more dependent on their mood and expediency. The authors expect to see more evidence showing that stress hormones are related with the relationship between sleeping and eating, which in other words, increases in stress lead to more snacking and a decrease in the consumption of typical meal -type foods (Oliver and Wardle, 1999).In their study they found that what they expected to find in the beginning had happened, in which there was a difference in food intake, measured by how much calories was consumed after the night of the students incomplete lack of sleep. The study also presented that there was a huge difference in food consumption and calorie intake on partial sleepless night and a normal night of rest.This study provides my research with the behavior of food with the student, how sleep deprivation can affect a student’s choice in food, which is chosen by the mood of the student, their health, the price, the convince, the familiarity and the students appeal towards the food, in which it all goes back to whether they had a normal nights rest, or sleepless night. There are many limitations to this study, the main limitations was that this study was based mostly on self-report information, which means that it may or may not be accurate information in the stu dy.Another important limitation was that some of the participants in the study had recorded the start of their food and sleep records in their journals on different days, which made it hard to frame the time of the study accurately. Moreno, Louzada, and Pereira (2010) examined the role of ecological aspects in sleep duration among adolescents who have less technology and adolescents who have advance technology and how it changes the relationship of their sleep patterns.The authors performed this study to bring out an opportunity to look at natural and ecological influences on different characteristics that is related to sleep behaviors; the authors wanted to understand why adolescents who have electric lights, and other high advance resources have a higher level of sleep deprivation, while those who have less technology have enough sleep and are able to perform better. Their expectation for the study was that there would be an interaction between the natural and ecological factors i n the sleep cycle of the adolescents.The study help the authors find that the occurrence of electric lighting in home of the adolescent is a critical factor that is related to the duration of the sleep, which results in regular amount of sleep to irregular amount of sleep in adolescents. These results are important in my study, because it supports the ideas that adolescents having advanced technology, is important when determining whether it is a factor in knowing it results in sleep deprivation. Kopasz et. al. 2008) examined that adolescent to not sleep enough and have different sleep patterns every day, due to adolescents decrease in sleep duration on school days and increase in the weekends. The purpose of this study for the authors was to find the relation between adolescents sleep schedule, the environments of the student and daytime tasks, and to look at the results with the sleep records the adolescents kept. The expectations of this study were to find a difference between th e sleep patterns of during the week and the weekends, and the difference between the ages of the students and how late or early they slept.The authors found what they were expecting, there was a significant difference between week and weekend nights, and the older students slept about an hour less per night compared with the youngest. (Kopasz, 2008). They found as our age increases, are sleep duration decreases. This study is important to my research, because it shows a new perspective of the topic, where it gives evidence of how our generation grows, we lose more sleep because of the changes in education, in life events, and our society.This study shows how teenager are suffering the consequences of having sleep deprivation due to having to work and go to school, on top of family issues and the workload teachers give students. This is important to my study because the authors foretell that sleep deprivations in found adults is a global problem with severe consequences. The inconsis tencies in the body of research are that there is not much research or experiments in the relationship of sleep and the brain with a college student.There is much said about students behaviors with there is lack of sleep in their daily routines, but to know what happens, or what goes on in the brain, when it suffers from sleep deprivation will give my study a better perspective of the bigger picture. The gap that are in the body of this literature review is important, because it gives my study resources to look at and explore in which the other studies did not. My study will do research in both the brain and the behavior in all levels of non-depressed college students who have sleep deprivation and figure out what is the main cause of the students lack of sleep in their college lifestyle.References Gilbert, S. P. , and Weaver, C. C. (2010). Sleep Quality and Academic Performance in University Students: A Wake Up Call For College Psychologists. Journal Of College Student Psychotherap y, 24(4), 295-306. doi: 1080/87568225. 2010. 509245. Mateika J. H. , Millrood, D. L. , and Mitru, G. (2002) The Impact Of Sleep On Learning And Behavior In Adolescents. Teachers College Records, 104(4), 704-726. doi: 10. 1111/1467-9620. 00176. Cruess, D. G. , and Wells, T. T. (2006). Effects of Partial Sleep Deprivation On Food Consumption And Food Choice. Psychology & Health, 21(1), 79-86. doi: 10. 1080/1476820500102301. Oliver, G. and Wardle, J. (1999). Perceived Effects Of Stress On Food Choice. Physiology and Behavior, 66, 511-515. Moreno, C. C. , Louzada, F. , and Pereira, E. (2010). Not All Adolescents Are Sleep Deprived: A Study Of Rural Populations. Sleep And Biological Rhythms, 8(4), 267-273. doi: 10. 1111/j. 1479-8425. 2010. 00458. x. Kopasz, M. M. , Loessi, B. B. , Riemann, D. D. , Valerius, G. G. , Voderholzer, U. U. (2008). Are Adolescents Chronically Sleep-Deprived? An Investigation Of Sleep habits Of Adolescents In The Southwest Of Germany. Child: Care, Health, And De velopment, 34(5), 549-556. doi: 10. 1111/j. 1365-2214. 2008. 00845. x.

1984 Characters Descriptions and Analysis

In 1984, George Orwell’s characters seek freedom within a strictly controlled government system. While outwardly complying with the Partys rules and conventions, they dream of a rebellion they are too afraid and restricted to pursue. In the end, they are pieces on a board played by the government. Explore these characters with discussion questions. Winston Smith Winston is a 39-year old man who works at the Ministry of Truth, where his job is to alter the historical record to match the governments official propaganda. Outwardly, Winston Smith is a meek and obedient member of The Party. He carefully practices his facial expressions and is always conscious of being watched, even in his apartment. However, his internal monologue is seditious and revolutionary. Winston is just old enough to remember a time before the current regime. He idolizes the past and revels in the few details he can still remember. Whereas younger people have no memory of any other society and thus function as ideal cogs in The Partys machine, Winston remembers the past and supports The Party only out of fear and necessity. Physically, Winston looks older than he is. He moves stiffly and with a bent back. He is in poor health overall, though without any specific disease. Winston is often arrogant. He imagines that the proles are the key to overthrowing the government and he romanticizes their lives without knowing much about their reality. He is also eager to believe that he has been recruited by the Brotherhood, despite his relative lack of importance. Orwell uses Winston to demonstrate that passive rebellion merely makes the rebel part of the system he wants to subvert, thus dooming him to serve it in one way or another. Rebellion and oppression are just two sides of the same dynamic. Winston is thus doomed to betray the Party and to be exposed, arrested, tortured, and broken. His fate is inescapable because he relies on the mechanisms provided to him instead of forging his own path Julia Julia is a young woman who works at the Ministry of Truth. Like Winston, she secretly despises the Party and the world it has shaped around her, but outwardly behaves as a dutiful and content member of the Party. Unlike Winston, Julia’s rebellion is centered not on revolution or changing the world, but on personal desires. She wishes for the freedom to enjoy her sexuality and her existence as she pleases, and sees her private resistance as a path towards those goals. Just as she pretends to be a loyal citizen, Julia is also pretending to be a fervent revolutionary when she and Winston are contacted by the Brotherhood. She has little sincere interest in these goals, but goes along because it is the only avenue of freedom open to her. It is telling that at the end, after her own torture and breaking, she is an empty vessel devoid of emotion and yet harbors a strong dislike for Winston, who she once professed to love and saw as a path to her own liberation. Julia is actually very unsuitable to Winston in terms of romance or sexuality. Like Winston, she is not nearly as free as she believes herself to be, and is constrained completely by the choices society puts in front of her. Julia invents her love for Winston as a way of convincing herself that her relationship with him is genuine and the result of her own choices. O’Brien O’Brien is initially introduced as Winston’s superior at the Ministry and a high-ranking member of the Party. Winston suspects that O’Brien sympathizes with the resistance, and is thrilled when he discovers (or believes he discovers) that O’Brien is a member of the Brotherhood. O’Brien later appears at Winston’s jail cell and participates in Winston’s torture, and tells Winston that he purposely lured Winston into betrayal. O’Brien is an unreal character; virtually anything the reader believes they learn about him is later revealed to be a lie. As a result, the reader actually knows nothing about O’Brien at all. He is a completely unreliable character. In this he is actually representative of the universe Orwell is imagining, a world where nothing is true and everything is a lie. In the universe of 1984, it is impossible to know if The Brotherhood and its leader Emmanuel Goldstein actually exist or if they are simply pieces of propaganda used to control the population. Similarly, we cannot know if there is an actual Big Brother, an individual or even an oligarchy that rules Oceania. O’Brien’s emptiness as a character is thus purposeful: He is as unreal, changeable, and ultimately mindlessly cruel as the world he represents. Syme Winston’s co-worker at the Ministry working on a new edition of the Newspeak dictionary is the closest thing to a friend that Winston has. Syme is intelligent and yet seems satisfied with his lot, finding his work interesting. Winston predicts he will disappear because of his intelligence, which turns out to be correct. Aside from demonstrating to the reader how society works in the novel, Syme is also an interesting contrast to Winston: Syme is intelligent, and thus dangerous and is never seen again, while Winston is allowed back into society after he is broken, because Winston never actually represented any real danger. Mr. Charrington Appearing initially as a kind old man who rents Winston a private room and sells him some interesting antiques, Mr. Charrington is later revealed to be a member of the Thought Police who has been setting Winston up for arrest from the very beginning. Charrington thus contributes to the level of deception that the Party engages in and to the fact that Winston and Julia’s fates are completely controlled from the very beginning. Big Brother The symbol of The Party, a middle-aged man depicted on posters and other official materials, there is no certainty that Big Brother actually exists as a person in Orwells universe. It is very likely he is an invention and a propaganda tool. His main presence in the novel is as a looming figure on posters, and as part of the mythology of the Party, as Big Brother is Watching You. What is interesting is that these ubiquitous posters strike those who support the Party as somewhat comforting, seeing Big Brother as a protective uncle, while people like Winston see him as an ominous, threatening figure. Emmanuel Goldstein The leader of The Brotherhood, the resistance organization working to foment revolution against the Party. Like Big Brother, Emmanuel Goldstein seems to be an invention used to trap resistors like Winston, although it is possible he does exist, or did exist and has been co-opted by the Party. The lack of certainty is emblematic of the way the Party has corrupted knowledge and objective facts, and the same disorientation and confusion experienced by Winston and Julia in regards to Goldsteins existence or nonexistence is felt by the reader. This is a particularly effective technique that Orwell uses in the novel.