Cantwell V State Of Connecticut - Free Essay Example

Sample details Pages: 7 Words: 2218 Downloads: 2 Date added: 2017/06/26 Category Law Essay Type Narrative essay Did you like this example? Newton Cantwell and his two sons, Jesse and Russell, members of a group known as Jehovahs witnesses, and claiming to be ordained ministers, were arrested in New Haven, Connecticut, and each was charged by information in five counts, with statutory and common law offenses. After trial in the Court of Common Pleas of New Haven County each of them was convicted on the third count, which charged a violation of 6294 of the General Statutes of Connecticut,1 and on the fifth count, which charged commission of the common law offense of inciting a breach of the peace. On appeal to the Supreme Court the conviction of all three on the third count was affirmed. Don’t waste time! Our writers will create an original "Cantwell V State Of Connecticut" essay for you Create order The conviction of Jesse Cantwell, on the fifth count, was also affirmed, but the conviction of Newton and Russell on that count was reversed and a new trial ordered as to them. 2 By demurrers to the information, by requests for rulings of law at the trial, and by their assignments of error in the State Supreme Court, the appellants pressed the contention that the statute under which the third count was drawn was offensive to the due process clause of the Fourteenth Amendment because, on its face and as construed and applied, it denied them freedom of speech and prohibited their free exercise of religion. In like manner [310 U.S. 296, 301] they made the point that they could not be found guilty on the fifth count, without violation of the Amendment. The facts adduced to sustain the convictions on the third count follow. On the day of their arrest the appellants were engaged in going singly from house to house on Cassius Street in New Haven. They were individually equipped with a bag containing books and pamphlets on religious subjects, a portable phonograph and a set of records, each of which, when played, introduced, and was a description of, one of the books. Each appellant asked the person who responded to his call for permission to play one of the records. If permission was granted he asked the person to buy the book described and, upon refusal, he solicited such contribution towards the publication of the pamphlets as the listener was willing to make. If a contribution was received a pamphlet was delivered upon condition that it would be read. Cassius Street is in a thickly populated neighborhood, where about ninety per cent of the residents are Roman Catholics. A phonograph record, describing a book entitled Enemies, included an attack on the Catholic religion. None of the persons interviewed were members of Jehovahs witnesses. The statute under which the appellants were charged provides: No person shall solicit money, services, subscription s or any valuable thing for any alleged religious, charitable [310 U.S. 296, 302] or philanthropic cause, from other than a member of the organization for whose benefit such person is soliciting or within the county in which such person or organization is located unless such cause shall have been approved by the secretary of the public welfare council. Upon application of any person in behalf of such cause, the secretary shall determine whether such cause is a religious one or is a bona fide object of charity or philanthropy and conforms to reasonable standards of efficiency and integrity, and, if he shall so find, shall approve the same and issue to the authority in charge a certificate to that effect. Such certificate may be revoked at any time. Any person violating any provision of this section shall be fined not more than one hundred dollars or imprisoned not more than thirty days or both. The facts which were held to support the conviction of Jesse Cantwell on the fifth coun t were that he stopped [310 U.S. 296, 303] two men in the street, asked, and received, permission to play a phonograph record, and played the record Enemies, which attacked the religion and church of the two men, who were Catholics. Both were incensed by the contents of the record and were tempted to strike Cantwell unless he went away. On being told to be on his way he left their presence. There was no evidence that he was personally offensive or entered into any argument with those he interviewed. The court held that the charge was not assault or breach of the peace or threats on Cantwells part, but invoking or inciting others to breach of the peace, and that the facts supported the conviction of that offense. The record played by Cantwell embodies a general attack on all organized religious systems as instruments of Satan and injurious to man; it then singles out the Roman Catholic Church for strictures couched in terms which naturally would offend not only persons of that persuasion, but all others who respect the honestly held religious faith of their fellows. The hearers were in fact highly offended. One of them said he felt like hitting Cantwell and the other that he was tempted to throw Cantwell off the street. The one who testified he felt like hitting Cantwell said, in answer to the question Did you do anything else or have any other reaction? No, sir, because he said he would take the victrola and he went. The other witness testified that he told Cantwell he had better get off the street before something happened to him and that was the end of the matter as Cantwell picked up his books and walked up the street. In introduction also say that the Court vacated the breach of peace conviction Mr. Justice ROBERTS, delivered the opinion of the Court. . . . [301] The statute under which the appellants were charged provides: No person shall solicit money, services, subscriptions or any valuable thing for any alleged religious, charitable [302] or philanthropic cause, from other than a member of the organization for whose benefit such person is soliciting or within the county in which such person or organization is located unless such cause shall have been approved by the secretary of the public welfare council. Upon application of any person in behalf of such cause, the secretary shall determine whether such cause is a religious one or is a bona fide object of charity or philanthropy and conforms to reasonable standards of efficiency and integrity, and, if he shall so find, shall approve the same and issue to the authority in charge a certificate to that effect. Such certificate may be revoked at any time. Any person violating any provision of this section shall be fined not more than one hundred dollars or imprisoned not m ore than thirty days or both. . . . [303] First. We hold that the statute, as construed and applied to the appellants, deprives them of their liberty without due process of law in contravention of the Fourteenth Amendment. The fundamental concept of liberty embodied in that Amendment embraces the liberties guaranteed by the First Amendment. The First Amendment declares that Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof. The Fourteenth Amendment has rendered the legislatures of the states as incompetent as Congress to enact such laws. The constitutional inhibition of legislation on the subject of religion has a double aspect. On the one hand, it forestalls compulsion by law of the acceptance of any creed or the practice of any form of worship. Freedom of conscience and freedom to adhere to such religious organization or form of worship as the individual may choose cannot be restricted by law. On the other hand, it safeg uards the free exercise of the chosen form of religion. Thus the Amendment embraces two concepts,-freedom to believe and freedom to act. The first is absolute but, in the nature of things, the [304] second cannot be. Conduct remains subject to regulation for the protection of society. The freedom to act must have appropriate definition to preserve the enforcement of that protection. In every case the power to regulate must be so exercised as not, in attaining a permissible end, unduly to infringe the protected freedom. No one would contest the proposition that a state may not, by statute, wholly deny the right to preach or to disseminate religious views. Plainly such a previous and absolute restraint would violate the terms of the guarantee. It is equally clear that a state may by general and non-discriminatory legislation regulate the times, the places, and the manner of soliciting upon its streets, and of holding meetings thereon; and may in other respects safeguard the peace, goo d order and comfort of the community, without unconstitutionally invading the liberties protected by the Fourteenth Amendment. The appellants are right in their insistence that the Act in question is not such a regulation. If a certificate is procured, solicitation is permitted without restraint but, in the absence of a certificate, solicitation is altogether prohibited. The appellants urge that to require them to obtain a certificate as a condition of soliciting support for their views amounts to a prior restraint on the exercise of their religion within the meaning of the Constitution. The State insists that the Act, as construed by the Supreme Court of Connecticut, imposes no previous restraint upon the dissemination of religious views or teaching but merely safeguards against the perpetration of frauds under the cloak of religion. Conceding that this is so, the question remains whether the method adopted by Connecticut to [305] that end transgresses the liberty safeguarded by the Constitution. The general regulation, in the public interest, of solicitation, which does not involve any religious test and does not unreasonably obstruct or delay the collection of funds, is not open to any constitutional objection, even though the collection be for a religious purpose. Such regulation would not constitute a prohibited previous restraint on the free exercise of religion or interpose an inadmissible obstacle to its exercise. It will be noted, however, that the Act requires an application to the secretary of the public welfare council of the State; that he is empowered to determine whether the cause is a religious one, and that the issue of a certificate depends upon his affirmative action. If he finds that the cause is not that of religion, to solicit for it becomes a crime. He is not to issue a certificate as a matter of course. His decision to issue or refuse it involves appraisal of facts, the exercise of judgment, and the formation of an opinion. He is authorized to withhold his approval if he determines that the cause is not a religious one. Such a censorship of religion as the means of determining its right to survive is a denial of liberty protected by the First Amendment and included in the liberty which is within the protection of the Fourteenth. The State asserts that if the licensing officer acts arbitrarily, capriciously, or corruptly, his action is subject to judicial correction. Counsel refer to the rule prevailing in Connecticut that the decision of a commission or an administrative official will be reviewed upon a claim that it works material damage to individual or corporate rights, or invades or threatens such rights, or is so unreasonable as to justify judicial intervention, or is not consonant with justice, or that a legal duty has not [306] been performed. It is suggested that the statute is to be read as requiring the officer to issue a certificate unless the cause in question is clearly not a religious one ; and that if he violates his duty his action will be corrected by a court. To this suggestion there are several sufficient answers. The line between a discretionary and a ministerial act is not always easy to mark and the statute has not been construed by the State court to impose a mere ministerial duty on the secretary of the welfare council. Upon his decision as to the nature of the cause, the right to solicit depends. Moreover, the availability of a judicial remedy for abuses in the system of licensing still leaves that system one of previous restraint which, in the field of free speech and press, we have held inadmissible. A statute authorizing previous restraint upon the exercise of the guaranteed freedom by judicial decision after trial is as obnoxious to the Constitution as one providing for like restraint by administrative action. Nothing we have said is intended even remotely to imply that, under the cloak of religion, persons may, with impunity, commit frauds upon the public. Certainly penal laws are available to punish such conduct. Even the exercise of religion may be at some slight inconvenience in order that the state may protect its citizens from injury. Without doubt a state may protect its citizens from fraudulent solicitation by requiring a stranger in the community, before permitting him publicly to solicit funds for any purpose, to establish his identity and his authority to act for the cause which he purports to represent. The state is likewise free to regulate the time [307] and manner of solicitation generally, in the interest of public safety, peace, comfort or convenience. But to condition the solicitation of aid for the perpetuation of religious views or systems upon a license, the grant of which rests in the exercise of a determination by state authority as to what is a religious cause, is to lay a forbidden burden upon the exercise of liberty protected by the Constitution. . . .

The Threat Of Terrorism The United States Constitution

Sometimes it is far easier to do what is best for oneself rather than what is best for the group. This decision is usually motivated by fear. Fear is generally a destructive force in society, allowing the strong to take advantage of the weak. The threat of terrorism creates a fear that allows government agencies to subvert the United States Constitution and common morals out of the threat that they will be unable to combat terrorism without performing these rights violations. After the attacks on New York City and Washington, D.C. on September 11th, 2001, the United States Congress passed the USA PATRIOT (Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism) Act (â€Å"NSA Surveillance Programs†). This act essentially gives a blank check of domestic and foreign rights violations to the federal government, specifically the National Security Agency, as long as the violation is done in the name of fighting terrorism. Reports came out numerous times over the next decade, specifically December 2005, May 2006, and March 2012, detailing how the National Security Agency was able to stretch its powers, even beyond this liberal and controversial bill, to surveil its citizens’ private phone conversations with neither warrants nor provable suspicion of a crime taking or about to take place (â€Å"NSA Surveillance Programs†). The former of these reports was by the New York Times, which had known for nearly a year about this program butShow MoreRelatedFreedom Isn t Free : Combating Terrorism1709 Words   |  7 PagesIsn’t Free: Combatting Terrorism Means Setting Aside Constitutional Liberties Derek Davis Liberty University CJUS 400 – B02 Johnny Sanders â€Æ' Freedom Isn’t Free: Combatting Terrorism Means Setting Aside Constitutional Liberties Throughout history, America has been confronted by opponents who wish to challenge its sovereignty. 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My Childhood and Tomato Pie Essay Example For Students

My Childhood and Tomato Pie Essay When I was a child, I didn’t do much with my mom; different interests, I guess. She was more of an indoor person, someone who would rather stay in the house and read a book on a sunny day then play outside. Me? I was the complete opposite. Though we did have one thing in common, we both enjoyed cooking. My mom rarely went in the kitchen but when she did she would make the most wacky but delicious food. The best dish she made in my opinion was Tomato Pie. When she first made it for dinner I thought it ­ was odd that she would put tomato and pie together. Isn’t pie supposed to be sweet? Not savory,† I thought in my head. My mom asked me if I wanted to taste it. I politely passed. I wasn’t the kind of person who would willingly try new dishes, but when I said â€Å"no† she looked sad for a minute. I didn’t want to hurt her feelings but I didn’t want to try her tomato pie either. After hearing my dad and sisters complementing the pie and going for seconds I decided to suck it up and try it. I put some onto my plate, along with some steak and salad. I obviously ate the steak and salad first purposely leaving the tomato pie last on my plate. I poked at it first then filled up my fork one eight full of the tomato pie. I held my breath and slowly placed it into my mouth. As soon as I put the pie into my mouth my eyes opened wide, it was the most delicious thing I have ever tasted. The burst of the juicy tomato’s flavor and how well it complemented the cheese and mayo topping was surprising. I must have had about five more pieces of pie after that. A month had passed since I had tried my mom’s tomato pie and she promised to make it with me. We went to the grocery store and picked up all the necessary ingredients. It must have taken about an hour trying to find the perfect tomato. The perfect tomato would be dark red with a vibrant green stem. The tomato would also need to be big and round and have no bruises. These kinds of tomatoes are perfect for our pie. When we finally finished grocery shopping and went home it was time to bake our pie. My favorite part was making the pie crust because my mom made the best tomato pie crust. After the pie crust finished cooking we had to fill it with all the other ingredients. While my mom was cutting the tomatos into slices I was busy sneaking some of the cooked pie crust into my mouth when she wasn’t looking. After we put all the ingredients into the pie we had to bake it. It felt like it took a thousand years before it finished baking. When it was finally done I had the first piece and I must say, I tasted better then the first time she made it, and it only kept getting better. This was a start of a brand new tradition between my mom and me. We made tomato pie on every other week and kept to this routine for about 3 months then slowly stopped making it. Ever since my parent’s divorce we stopped making tomato pie together. I once tried to make it all by myself but I messed up countless times. Once I even forgot to poke holes into the crust then when I baked it the whole thing blew up like a balloon. Even the successful one doesn’t turn out as well as the ones and mom and me makes. I hope we make tomato pie soon because I want to eat some more of her crust.

International Quality Assurance Engineering -Myassignmenthelp.Com

Question: Discuss About The International Quality Assurance Engineering? Answer: Introduction Peer-to-peer learning is an educational strategy which covers a broad range of practices. In this approach, students learn new topics from other students rather than from teachers. In Peer-to-peer learning strategy management, students teach fellow peers and learn from them as well. The role of Peer-to-peer learning is continuously growing in the higher education system. In Peer-to-peer learning approach, students face various problems such as lack of experience and knowledge, collusion between peers, academic misconduct, and many others (Lang, Craig Casey, 2017). Along with several issues, Peer-to-peer learning approach includes various opportunities as well. The opportunities in Peer-to-peer learning include more self-confident students, less dependability on teachers, increased the ability to learn and many others (Williams Reddy, 2016). This report will examine the problem of low confidence which is faced by most students which increases their dependence on teachers. In this re port, various problems and opportunities regarding Peer-to-peer learning approach will be discussed, and recommendations will be given to students based on the issues. Secondary research will be conducted in the report through peer-reviewed journals and books to analyse the role and importance of Peer-to-peer learning. The purpose of this report is to analyse how Peer-to-peer learning promotes independence among students by evaluating its opportunities and problems. Finding and Discussion Peer-to-peer learning approach requires students to learn the course material and teach them to others which assist them in understanding the skills of learning which makes them independent. Independent learners are also called autonomous learners because they have the skills to learn new topics without the assistance of an experienced teacher. The ability to learn also assists students in the lifelong learning process and helps them become self-educated (Basnak, Ortynski, Chow Nzekwu, 2017). In Peer-to-peer learning strategy, students are requiring evaluating others and their own work which assists them in understanding their strengths and weaknesses. Self-evaluation makes them aware of the issue faced by them during the learning process, and they can use this information to improve their ability to learn. Through, students face the risk of collusion while evaluation others work but it also assists them analysing their learning abilities (Polishetty, Littlefair Patil, 2016). Stude nts can understand what their weaknesses are and how their peers are tackling such issues which assist them in improving their ability to learn and become autonomous learners. Therefore, self-evaluation in Peer-to-peer learning strategy increases students ability to learn by addressing their weaknesses which makes them more independent. Lack of Dependability on Teachers Peer-to-peer learning approach requires students to understand and teach the topic to their fellow students which reduces their dependence on teachers. Highly dependent students face various difficulties in their lives because they did not have the ability to learn. Without the assistance of teachers, the students find it difficult to learn and understand new topics on their own (van der Sande, Hendrickx, Boor-Klip Mainhard, 2017). Peer-to-peer learning approach challenges students to test their ability to learn new topic without the assistance of teachers. The number of overly dependent students is growing continuously growing because it is easier for students to connect with their teachers through online sources. Due to over-dependence, many students failed to evaluate their abilities and skills. Students are becoming highly dependent on teachers which negatively affect their learning abilities (Bulotsky-Shearer, Bell Dominguez, 2012). Highly dependent students lack creativity wh ich negatively affects their academic careers. In Peer-to-peer learning approach, the students depend upon their own skills which challenge them to learn new topics on their own rather than depending upon teachers. Therefore, lack of dependability on teachers encourages students to learn and teach new topics on their own which increases their independence. Self-confident Students In Peer-to-peer learning strategy, the students evaluate their strengths and weaknesses which increase their self-confidence and assist them in lifelong learning process that makes them independent. In Peer-to-peer learning approach, students learn with their fellow students who are also facing the similar issues as them. Different students bring different strengths in the group which establishes a dynamic environment that promotes Synergy between students (Brooks Koretsky, 2011). The peers learn from the experiences and strengths of other students which creates synergy between them. Synergy is the key goal in Peer-to-peer learning approach because it increases effectiveness of learning and it also assists in lifelong learning of students. Synergy between students increases their ability to work in groups which is important for lifelong learning (Anderson, Tenenbaum, Ramadorai Yourick, 2015). Effective synergy allows students to effectively taking the criticism and analysing their weaknesses which improves their learning skills and makes them self-confident. Therefore, self-confident students have the ability to learn new topics on their own which increases their lifelong learning skills and make them independent. Increased Student Engagement Peer-to-peer learning strategy promotes independence in students because it provides them various sources for engagement in the learning process, and they are requiring performing various teaching activities by themselves. Accounting to Boud, Cohen and Sampson (2014), Peer-to-peer learning strategy is not a single educational approach; instead, there are a number of models that can be implemented by students during studies such as workplace monitoring, community activity, peer-assessment schemes, and many others. Due to the advancement of technology, students have different opportunities to connect with their fellow students in Peer-to-peer learning approach. For example, there are both formal and informal sources through which students can connect with others in Peer-to-peer learning strategy with the help of internet such as social media sites, collaboration applications, instant messaging and others. In traditional methods of learning, students learn in classroom from their teache rs whereas in Peer-to-peer learning they can learn in different places such as after class, online, library, on phone and many others (Hanson, 2011). The students also learn from the experience of other peers and they also have to teach others in Peer-to-peer learning approach. Students have to perform various activities while teaching fellow peers such as organising, understanding, sourcing, and analysing the information which increases their engagement in the overall process. Therefore, in Peer-to-peer learning strategy, the students are more engaged in the process because they have multiple sources of interaction and they have to teach others as well. Conclusion This report found that most students are overly dependent on their teachers because they lack the confidence to learn new topics on their own. Peer-to-peer learning approach assists students in becoming more confident in learning and teaching with other peers. Students evaluate their strengths and weaknesses in Peer-to-peer learning strategy which increases their ability to learn which assist in their lifelong learning process. The students become more engaged in Peer-to-peer learning process through various online and offline sources. The Peer-to-peer learning approach reduces students dependability on teachers and makes them more confidence. Therefore, it can be concluded that Peer-to-peer learning approach assists students in becoming more independent by increasing their confidence, engagement, and ability to learn. Recommendations Autonomous learners might face issues because they lack experience, therefore, in Peer-to-peer learning strategy students should learn with senior and more experienced peers which assist them tackling various issues. Implementation of Peer-to-peer learning Program Students can use both formal (like PASS program) and informal (like group assignments) methods during Peer-to-peer learning approach. Peer Assisted Study Sessions (PASS) programs are becoming popular between students and universities, and they promote Peer-to-peer learning which assists in reducing students dependence on teachers (Hodgson, Benson Brack, 2015). Students should take advantage of these programs to increase the effectiveness of Peer-to-peer learning approach. Selecting Right Peers Students might face the issue of collusion or misconduct due to unnecessary criticism in Peer-to-peer learning strategy which might reduce their confidence. To address this issue, students should carefully select their peers who provide genuine criticism which increases their ability to learn and self-confidence. Engagement in Teaching Students should teach others during Peer-to-peer learning strategy because teaching helps them learn and understand topics more clearly. Also, they should choose online and offline sources that are most suitable for them (Gielen, Peeters, Dochy, Onghena Struyven, 2010). References Anderson, M. K., Tenenbaum, L. S., Ramadorai, S. B., Yourick, D. L. (2015). Near-peer Mentor Model: Synergy within Mentoring.Mentoring Tutoring: Partnership in Learning,23(2), 116-132. DOI: https://dx.doi.org/10.1080/13611267.2015.1049017 Basnak, J., Ortynski, J., Chow, M.,business-law Nzekwu, E. (2017). A digital peer-to-peer learning platform for clinical skills development.Canadian medical education journal,8(1), e59. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5344069/ Boud, D., Cohen, R., Sampson, J. (Eds.). (2014).Peer learning in higher education: Learning from and with each other. Abingdon: Routledge. Brooks, B. J., Koretsky, M. D. (2011). The influence of group discussion on students responses and confidence during peer instruction.Journal of Chemical Education,88(11), 1477-1484. DOI: https://dx.doi.org/10.1021/ed101066x Bulotsky-Shearer, R. J., Bell, E. R., Domnguez, X. (2012). Latent profiles of problem behavior within learning, peer, and teacher contexts: Identifying subgroups of children at academic risk across the preschool year.Journal of school psychology,50(6), 775-798. DOI: https://dx.doi.org/10.1016/j.jsp.2012.08.001 Gielen, S., Peeters, E., Dochy, F., Onghena, P., Struyven, K. (2010). Improving the effectiveness of peer feedback for learning.Learning and instruction,20(4), 304-315. DOI: https://dx.doi.org/10.1016/j.learninstruc.2009.08.007 Hanson, K. (2011). Blog Enabled PeerToPeer Learning.American Dental Hygienists Association,85(1), 6-12. Retrieved from https://jdh.adha.org/content/85/1/6.short Hodgson, Y., Benson, R., Brack, C. (2015). Student conceptions of peer-assisted learning.Journal of Further and Higher Education,39(4), 579-597. DOI: https://dx.doi.org/10.1080/0309877X.2014.938262 Lang, C., Craig, A., Casey, G. (2017). A pedagogy for outreach activities in ICT: Promoting peer to peer learning, creativity and experimentation.British Journal of Educational Technology,48(6), 1491-1501. DOI: https://dx.doi.org/10.1111/bjet.12501 Polishetty, A., Littlefair, G., Patil, A. (2016). Evaluating Student Perceptions in Peer to Peer Learning and Assessment Practices in Design Based Learning Environment.International Journal of Quality Assurance in Engineering and psychology Education (IJQAETE),5(4), 1-11. DOI: https://dx.doi.org/10.4018/IJQAETE.2016100101 van der Sande, L., Hendrickx, M. M., Boor-Klip, H. J., Mainhard, T. (2017). Learning Disabilities and Low Social Status: The Role of Peer Academic Reputation and Peer Reputation of Teacher Liking.Journal of learning disabilities, 0022219417708172. DOI: https://dx.doi.org/10.1177/0022219417708172 Williams, B., Reddy, P. (2016). Does peer-assisted learning improve academic performance? A scoping review.Nurse education today,42, 23-29. DOI: https://dx.doi.org/10.1016/k.nedt.2016.03.024

Linguistics in Opera and Libretto

Introduction Opera is performed using theatrical scenes where the art involves a combination of singing and dramatization. This kind of text is referred to as the libretto. It was a very popular form of art in early Europe. Opera remains popular today in some quarters of the society. The art brings together singing, speaking as well as acting. All these activities are performed in an opera house which is specifically designed for such purposes (Kennedy 62).Advertising We will write a custom essay sample on Linguistics in Opera and Libretto specifically for you for only $16.05 $11/page Learn More Linguistic on the other hand is the exploration of human language and its origin, revolution as well as application of the language. The application encompasses the use of morphology, syntax as well as the phonology in the composition of words. The meaning of language has been explored by analyzing the meaning of other forms of art in the real world. This is with the view of understanding the origin of opera from different backgrounds. This means that opera can be analyzed from a linguistic perspective. The opera is characterized by features such as the stage, orchestra pit and an audience area among others. Some operas are designed to accommodate various aspects of linguistic analysis. This is especially so considering the fact that operas were very popular in England and other countries during the early centuries. A comprehensive analysis of linguistics in opera can be achieved by looking at the origins of this form of art. This is given the fact that linguistics in opera is influenced a great deal by the origins of this art. It is noted that the art originated in Italy towards the end of the 16th century. It later spread to other parts of the world especially in Europe. To date, the operatic terminologies in these countries are referred to as the libretto (MacNutt 101). This is an indication of linguistics in opera. The origins of opera are evident in today’s compositions where aspects of Italian language are incorporated. This is given the fact that most of them have retained the original Italian characteristics such as accent and others. Such aspects help in tracing the common origin of today’s opera performances as far as linguistics is concerned.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More In this paper, the author is going to look at the use of linguistics in opera. The author will make reference to librettos from operas in English from England and the United States of America. Examples of linguistic operas will be put into perspective in a chronological sequence. The aim here is to depict the link between the two fields of linguistics and opera. History and Origin of Opera from a Linguistic Perspective Before embarking on the critical analysis of the link between opera and linguistics, it is important to look at the history and origins of opera as a form of art. This will give the reader an idea of what opera is all about. It will also give the reader an idea of how contemporary opera differs from classical compositions and performances. The word opera is an Italian word implying â€Å"work† when translated. When loosely translated, opera involves the combination of â€Å"†¦Ã¢â‚¬ ¦.works from acting declamation in opera house stage† (Kennedy 75). Jacopo Peri is considered as the pioneer of this form of art. Dafne is actually a piece of work that was originally produced by Peri and it remains one of his most popular compositions. A group of Camerata found out that the entire opera was performed by the Greek dramas. So far the idea was to conceive and restore the traditional art. On a sad note, Dafne was lost and Peri was forced to come up with a new composition, the Euridice. This is the only opera that is still performed to date. It is to be noted that singing wa s an important aspect of opera (Warrack Ewan 25). Libretto Libretto is an elongated piece in form of music found in many categories of performances such as opera and cantanta. The word in some cases is associated with liturgical works such as the requiem as well as the expression of a story in ballet. Like opera, libretto also has an Italian origin, creating a link between it and linguistics. It literally translates into a book as already indicated in this paper. Libretto is different when compared to other forms of art like synopsis. In libretto, the distinction is evidenced by the fact that it contains words (linguistics) as well as stage directions. Synopsis on the other hand is used to give a summary of the plot (Smith 31). Historically, the ballet users have described libretto in different ways. For instance, libretto was recorded in a book of between 15 and 40 pages that contained ballets describing one scene or another.Advertising We will write a custom essay sample on Linguistics in Opera and Libretto specifically for you for only $16.05 $11/page Learn More This was in Paris in the 19th century. To this end, it is noted that the relationship between the composer and the writer of a given piece of music varies from one case to the other. This has varied the outcomes of such compositions for centuries. This is given that the writing criteria adopted as well as the sources used also varied (Simon 23). The language used in the composition varies from one case to the other. Metastasio is an example of well known librettists in Europe. It was used by a composer and a writer in a practice commonly known as poetry. Poetry is part of linguistics, and at this juncture, the author notes that it is also part of opera. In some cases, libretto has been written before music. Some composers used this idea in their creations. This is composers such as Mikhali Glinka and Alexander Serov who wrote down passages without accompanying texts. T his was later to be modified by composers when vocalizing the lines (Smith 43). Linguistics in opera is also evident in opera of the 20th century. It is to be noted that opera was widely used in America in the 20th century. Richard Rodgers is an example of a great composer who used this art in collaboration with other librettists. In other relationships as far as libretto and linguistics are concerned, composers designed their own libretti. Other librettos established a close relationship with composers so that all works of opera could reflect a common origin. The common origin could be deduced from the language that was used. Ingredients from other traditions were also effective in composition. But the efficiency improved when they were â€Å"combined under one work as far as composing and writing is concerned† (MacNutt 20). In this case, the opera will not clash with the play in attempts to accommodate other linguistics works with different origins. In cases where there was a need to combine works with different origins, it was necessary to put the script down in the presence of all the composers and the writer (Warrack Ewan 43).Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More English Language Opera and Linguistics Opera was first used in England in the 17th century. The piece was performed towards the end of a play. It was frequently characterized by scandalous scenes which depicted a consistence use of the popular tunes phrased in a dialogue. In the same period, French operas were gaining roots in English courts. They had â€Å"†¦Ã¢â‚¬ ¦..favorite splendors with scenes that were realistic† (Smith 22) in the plays. England had to use this kind of opera on the stage. Inigo Jones is credited as the pioneer of this art. He later became a quintessential specialist in all the productions (MacMurray Franzetti 26). The opera contained both songs and dances. Linguistic aspects were borrowed from different backgrounds for instance Italian and French which was taking hold in England. Opera revolution instigated the rise of linguistic elements from different artists. One such artist was Henry Purcell who also incorporated aspects of Italian language in his compositions. This is for example in his first work Dido and Aeneas. He centered his work on the semi opera type of format. The Fairy Queen is also one of the most famous works produced by Purcell. In this text, he was targeting the use of English in all versions of opera as an art. Dido and Aeneas Opera This is one of the English opera composed by Purcell. It was a libretto from Nahum Tate in the 17th century. This was the only work that had started to use English traditions after the inception of the Shakespearian linguistics. It is noted that the desire to use the English language in opera was common among emerging artists during the century (Apel 47). Opera Seria Long English compositions emerged later and the first English composer to venture here was Thomas Arne (Smith 24). He did this by experimenting with the Italian style, a process known as comic opera. This art became a huge success with many other pieces incorporated into the opera seria in Italian and English (MacM urray Franzetti 51). Opera seria dominated the stages till late 1830s and by then he was the only English composer to have gone beyond the Italian composition to produce a unique English composition with aspects of the Italian language. Linguistics was also evident in Balla opera where the composers incorporated some aspects of the English language. This is for example in The Love In Village (MacMurray Franzetti 58). As a result of this many native operas developed by incorporating aspects of the Italian language. Linguistics here was evident as the composers combined aspects of two different languages. The Yeomen of the Guard The 19th century English opera has been greatly influenced by linguistics elements. Many operatic conventions dominated London stages with emerging English composers taking the center stage. One English opera of this time was The Yeomen Of The Guard which was greatly recognized. It is a savoy opera that originated in Victorian England. The contributors to th is art included Gilbert and Sullivan who came up with compositions from scratch. Punch and Judy In the 20th century English opera was characterized by independent works from contributors such as Ralph Williams and Benjamin Britten. The two have greatly influenced contemporary theatre operas. This is after it emerged that English opera was being used in many parts of the world. For example the work of Sir Harrison The Punch and the Judy is not only Britain’s important opera art but also globally recognized (Silke 24). This work was evident in the 20th century and was performed in the American theatres. It was an indication that linguistics in opera was a common phenomenon across the globe. Using of puppets was an indication of how human behavior is linguistically transformed from one discipline to another (Silke 43) In the early 21st century, Harrison concentrated with the composition of other popular pieces such as â€Å"Facing the Goya†. English opera has therefore be come a significant ingredient of today’s opera world. For example, the National Lyric Stage involves the use of operas composed in the English language (Cooke 15). American Opera American opera became profound during the 20th century. The pioneers in American opera include Leonard Bernstein and Douglas Moor among others. Their works include The Porgy and Bess. They greatly influenced English opera as they performed music encrypted in English. It was characterized by folklores and American music comedies. They are the ones who popularized this form of art in America. On their part, they were influenced by composers and performers in operas found in other parts of the world (Kennedy 28). An American in Paris This is one of the compositions from America done by George Gershwin. It is a well defined opera incorporating aspects of the French language in 1922. In this art, French was used together with American English with the aim of using linguistics to depict the experience of a n American visitor in Paris (Smith 39). Other Contributions Still in the 20th century, other prominent opera arts include the Dead Man Walking which was successfully delivered through movie theaters. Another aspect of linguistics in opera can be discerned from the works of Italian opera composer Gian Carlo. The composer produced several librettos from America and became a great figure in American operas in this century. One of his works includes The Medium and The Consul. Some of his works featured in television performances (Kennedy 49). Conclusion In this paper, the author sought to look at the application of linguistics in opera. The aim was to study the link between linguistics and opera. All these involve the use of different languages hence linguistics in opera. The author used librettos from operas in English from England and the United States of America in identifying the link between the two fields. To this end, the researcher identified the link or the relationship between opera and linguistics. The author also looked at some of the key figures in English opera both in England and the United States of America. The origin of opera was also looked at. The paper found that the origin of opera can be used to analyze the link between opera and linguistics. This is given that there are some aspects of the original opera language that are evident in today’s opera. For example, some aspects of the Italian language are evident in today’s works of opera. Works Cited Apel, William. Harvard Dictionary of Music, Cambridge: The Belknap Press of Harvard University Press, 2011. Print. Cooke, Mervyn. The Cambridge Companion to Twentieth-Century Opera, Cambridge: Cambridge University Press, 2009. Print. Kennedy, Michael. The Oxford Dictionary of Music, Melbourne: Oxford University Press, 2006. Print. MacMurray, Jessica, and A. Franzetti. The Book of 101 Opera Librettos: Complete Original Language Texts with English Translations, London: Black Dog Levent hal Publishers, 2009. Print. MacNutt, Richard. The New Grove Dictionary of Opera, London: Prentice Hall Publishers, 2009. Print. Silke, Leopold. The Idea of National Opera c. 1800: United and Diversity in European Culture c. 1800, New York: Oxford University Press, 2006. Print. Simon, Henry. A Treasury of Grand Opera, New York: MacGrill Publishers, 2008. Print. Smith, Marian. Ballet and Opera in the Middle Age, Boston: Princeton University Press, 2009. Print. Warrack, John, and W. Ewan.The Oxford Dictionary of Opera, London: Oxford University Press, 2010. Print. This essay on Linguistics in Opera and Libretto was written and submitted by user Ishaan T. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Throw an Unforgettable College Dorm Party

How to Throw an Unforgettable College Dorm Party One of the biggest rites of passage for college students is to throw a completely unforgettable college dorm party. What better way to celebrate an occasion or simply kick off some steam from the stresses of college than to let loose with your friends – and everyone else they brought along. If you’re strapped for ideas we’ve got you covered with the main essentials to throwing a party that no one will forget. Logistics Time The first thing you should be is pick a date and time that won’t interfere with anything else big on campus. For example, if there’s a huge bar crawl happening, don’t try to throw a party on the same night. Throwing a party as a go-to spot after a sporting event might be a good springboard for your party, but do your best not to conflict with other parties and events on campus. Promotion Next, start promoting! There’s no party without people. Grab your phone and make the call known on social media. Twitter, Instagram and Snapchat (if you haven’t deleted your app) are the best ways to reach classmates (because who uses Facebook anymore). Feel free to start a hashtag with your room number or address and post the deets to your story. If you’re not feeling an invite-yourself situation post and invite those interested to DM you so you can have more control over who shows up to your epic party. Guests Make sure you don’t just invite girls or guys, there needs to be a good mix of both so invite as many girls as you can because they always bring friends and do the same with guys. Gather up as many as possible. Speaking of who shows up, you’re going to get some randos and tag-a-longs. That comes with the territory of being an awesome party host. People will hear through the grapevine, someone will bring their besties from the next college over and that guy you vaguely remember from French 101 will show up and eat all the snacks. Be prepared for everything to balloon – in a good way. That’s why it’s a good idea to keep an eye on your maximum capacity. If you don’t want to get shut down before the fun begins keep an eye on how many people you can fit comfortable in your space and have a friend help you keeps tabs on how many partygoers walk through the door. Atmosphere Compile the World’s Greatest Playlist. That means all the hits, some cool new joints that only the music geeks know about and a few crowd favorites that will take you back to middle school dances. Choose a mix of songs that will get the crowd hype and some that give everyone a chance to relax and just bop to the beat. Also make sure that you save the best songs for the height of the party, you don’t wanna waste your best tunes on the beginning when people are just trickling in. Load Up on Snacks. After you’ve crafted the perfect playlist, it’s time to load up on snacks. Guests love to fulfill their hunger for the munchies with some light fair. You can never go wrong with chips and dip, popcorn, some microwave boneless wings, guac or even candy. Feeling creative? You can make small finger food like meatballs or spinach dip. For the more mature crowd with a sweet tooth try taking a bag of gummy bears and soaking them overnight in vodka or peach schnapps. Buzz and sweets? Sounds like a match made in heaven! Drinks And since we’re on the topic, it wouldn’t be a college party if someone didn’t bring the alcohol. You can make a punch with the alcohol of your choice and punch or simply have beers and shots for the crowd. Make sure you keep some in reserve so you can monitor how much is consumed and keep any underage guests from becoming inebriated. Grab plenty of plastic cups and shot glasses so you’re guests aren’t left having to drink out of the bottle and swapping germs. There’s no fun in that. And make sure you plan to have enough so everyone can achieve their desired buzz. Parties are no fun when someone gets blackout drunk and becomes ill or hurts themselves or others – but the best parties are the ones where everyone lets loose and has some fun. On the flip side, try to stay away from the drug scenetoo many stoned or high people can go bad quickly and kill the vibe of the party. Hosting Duties Let’s be honest, you’ll have a few wallflowers at your party initially, so make an effort to talk to everyone who shows upafter all they didn’t have to! Show your appreciation, even if you don’t know them or don’t think highly of them and introduce them to other people who can make them feel comfortable. Tell jokes, take song requests, make fun announcements, challenge guests to games, you name it! It’s your time to have some fun and push everyone to have fun with you. And once everyone’s let loose a bit everything will seem ten times as fun. Don’t be afraid to play a few games: Drinking games, giant Jenga, cards and more are fan favorites that will get your guests interacting and having fun. You may want to move the furniture around so no one knocks into your lamp and to leave room for people to mingle and dance if they choose. Designate a friend as a lookout/bouncer to keep the party from getting crashed or shut down early. If things get out of hand, this person can get things back in order so everyone still has fun. This person can also make sure the location doesn’t exceed it capacity or break any music rules. Have mixologist, you know that one friend or party guest who knows exactly how to mix drinks. Finally, enjoy yourself! Once the party’s going keep yourself present and emet new people, don’t put a lot of pressure on yourself and see where the night takes you. It won’t be long before everyone’s blowing up your inbox asking about the next party.

Information Technology & Communication Coursework

Information Technology & Communication - Coursework Example Be it Americans or Asians, White or Black, human nature almost responds to the same way. For instance, if one receives an uninvited ad(s) on his/her mobile, most probably it would cause not only irritation but also discourage him/her to pay attention to other valuable messages/information. Let me clarify the situation by giving my own example. I keep on receiving Call/SMS package offers from the Cellular Company but I never bother to read such messages and delete them right away. Why? Because I am not interested in. Thus, in my case I would term it as a failed marketing. So I am trying to convey is that mobile marketing can surely drive better results provided if it is going to be a â€Å"Permission-Based Advertising† – i.e. with user’s prior permission to receive such ads. Lih-Bin Oh and Heng Xu (2003) stated, â€Å"Advertising researchers have devoted much attention to the study of irritation arising from advertisements such as TV commercials and Web pop-up ad vertisements. For the case of permission-based location-aware advertisements, the level of irritation should be rather low since messages are delivered with the receiver’s prior consent†.