The music within itself

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The main purpose of the paper is to investigate and present the relationship

between the mind, music, and human behavior. For this purpose, research is

presented on previous works and studies that link music with the mind. Based on

this research, music increases neurotransmitter levels. Soft or mellow music has

Cheap University Papers on The music within itself

a tendency to promote tranquillity, while music with tempo sometimes distracts.

Human memories can be cued by music, and music can promote improved learning.

The brain is a two and a quarter pound piece of living organic tissue that

controls the human nervous system. Music is a collection of sound waves that

propagate through the air, and has varying frequencies and tones following a

discernible order. Yet we all recognize the significance of the brain beyond its

physical function. Our minds are the essence of what we are. The brain

enigmatically stores memories, and lets people experience such things as emotion,

sensations, and thoughts. In the same sense, music is more than just a

collection of vibrations. This leads to the question of how does music affect

the mind, and in addition, how does music affect human behavior? The reader

might ask why such a question should be relevant. If more is known about the

psychological and neurophysiological effects of music on the human mind, then

the possibilities of this knowledge are unbounded. Music can be used to treat

social and behavioral problems in people with disabilities. The use of music in

the classroom might enhance or weaken a students work characteristics.

Therefore, whether the influence of music is positive or negative, much needs to

be explored about the link between the mind and music.

Physiologically, the brain receives information about sound waves from the ear

through the auditory nerve. This information is then processed by the brain and

analyzed for the juxtaposition of melody and rhythm. The mixture of melody and

rhythm is what we commonly refer to as music. However, our minds interpret this

auditory information as more than just sound signals; somehow, we are able to

differentiate between certain types of music, and develop preferences for these

different types. Yet, what are the ways in which the effects of music manifest

themselves?

First, there are particular biochemical responses in the human body to music.

Research shows that college students, when listening to music, have more

galvanic skin response peaks, as opposed to when they were not listening to

music. This research also indicates a significant decrease of norepinephrine

levels in students while they listen to preferred music. Norepinephrine is a

neurotransmitter that arbitrates chemical communication in the sympathetic

nervous system of the human body. The release of this neurotransmitter, as a

consequence of a function of the brain, results in an increased heart rate and

heightened blood pressure. Therefore, the decrease of norepinephrine in these

college students results in a more relaxed state. This could suggest that

favored or pleasant music somehow affects the mind, resulting in the relaxing of

the body. Another research project, undertaken at the Tokyo Institute of

Psychiatry, focuses on the effects of music on the mind using

electroencephalograms (EEG). An electroencephalograph is a medical instrument

that is capable of showing the electrical activity of the brain by measuring

electrical potentials on the scalp. In this experiment, volunteers were exposed

to silence, music, white noise (simulated hiss), and then silence. The result of

this experiment coincides with the previous findings. The volunteers all

reported feeling a calming sensation. However, the researches did not attribute

the lowered tension to reduced neurotransmitter levels. While listening to music,

many of the subjects reported that they felt pleasantly relaxed or comfortable…

Music may evoke more organized mental activities which result in subjectively

comfortable feelings. The white noise in the experiment produced an even

greater effect; the volunteers were so relaxed that many felt drowsy and

soporific. This sleepy effect can be explained by the monotonous characteristics

of white noise, in contrast to the variations in tone and melody of normal music.

Furthermore, the researchers found, based on the EEGs, that while listening to

music, the volunteers maintained a higher consciousness than when they were

exposed to silence or white noise. What this experiment shows is that there is a

change in the mental state of people while listening to music; that is, music

has certain psychophysiological effects on humans.

Along with these psychophysiological effects, music has an impact on memory as

well. In one experiment, words were presented to test subjects, while either

classical music, jazz music, or no music played in the background. When the test

subjects were asked to repeat the words a few days later, either the same music

or a different background was present. The researcher noticed a facilitative

effect of providing the same [musical] context. Similar research has been done

on CDM. CDM stands for context-dependent memory, which is the principle that

changing the context or environment in which material was originally learned

causes some of that material to be forgotten. A group of scientists tested

college undergraduates by asking the students to rate the pleasantness of a

sequence of words, while they listened to a certain type of music. Afterwards,

they were asked to recall these words. The results indicate that the students

were able to recall the sequence more successfully if the same musical piece was

playing. Furthermore, the researchers found that if the music played during the

recall had a different tempo than the original music, then there was a lowered

ability to recall the words. These results are also supported by a supplementary

investigation, where it was shown that a musical piece can facilitate learning

and recall. Perhaps a common manifestation of this phenomenon is when you

remember the jingles in commercials. A test conducted at the University of

Washington demonstrated that brand names were more easily recalled when they

were presented in the form of a musical tune, instead of just spoken. Hence,

this is a consistent example of one relationship between music and memory.

Now that there is a quasi-established link between the human mind and music,

what are some of the ways that music affects human behavior? Fortunately, there

is a considerable amount of research available that indicates how humans

function while being subjected to music. A group of specialists at the

University of Connecticut studied how people communicate with each other while

background music was present. A hundred and four students were paired off and

put into rooms with either different types of background music playing, or no

music playing. In the rooms, these students were asked to perform some problem

solving tasks that required conversation between them. After five minutes, the

subjects were asked to rate their conversations. Of the students who heard

background music, almost all reported significantly higher satisfaction [with

communication] than those in the no-music condition. The different types of

music also affected the students. The researchers noted that the students who

listened to fast music had differently paced conversations than those who

listened to slow music. The volunteers who listened to major mode music

performed notably better than those who listened to music of minor mode. Thus,

not only does music affect the way humans converse, but different classes of

music influence people in different ways. A further way in which music has an

impact on our behavior can be witnessed in something as conventional as walking!

A recent investigation into the effects of music on walking distance was

performed at Ursinus College. Volunteers were asked to walk for ninety seconds.

The study showed that, music significantly influenced distance walked. The

conclusion reached by the scientists in this instance contradicts the previous

results. Instead of raising the consciousness of the mind, the researchers

hypothesized that the music interfered with or distracted the minds of the test

subjects. A related study concurs with this finding. In this case, college

students were asked to complete two hundred and twenty hand-eye coordination

problems while listening to different types of music. It was found that the

rhythm and loudness of the background music interfered with the attention span

of the students. These last two studies seem to refute the findings of the other

research; but in a sense, all the studies correlate a modification of behavior

caused by the presence of music.

The next reasonable step is to ask how this modification of behavior or affect

of music on the mind can be harnessed. One major field that may benefit from

musics affect on the mind is education. As a matter of fact, it has been shown

that by exposing students in a classroom to music, the musical exposure enhances

class achievement. A research performed at Glassboro State College indicated

that when music was played in a certain psychology class for twenty minutes each

day, the music stimulated the human alpha and beta brain waves, resulting in

the attainment of significantly higher mean scores on examinations than those

who were not exposed to the music. In addition, music can also be used to aid

in the education of mentally handicapped students. In a school district in

Prescott, Arizona, music was added to the academic environment of special

education students. This resulted in an increase in performance, especially in

the area of mathematics.

Thus, it has been established that there is a link between music and the mind or

human behavior. There still, however, remains a great deal of research that

needs to be done in order for us to comprehend the why and how. This is a

substantial challenge, considering that not much is know about the mysteries of

the brain itself, let alone how it is affected by auditory impulse. It should

also be noted that although the studies presented show certain effects of music,

in each study there are exceptions. Some people show no signs of altered

behavior or any other effects of music. There are even some studies where a

majority of the subjects show no known measurable effects of music. Nonetheless

there is a great potential for this topic of the music and the mind. If we

understand how human beings are effected by music, we can alter how human beings

learn and behave, as simply as by turning on the radio.

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Facts are stubborn things

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Can we alter facts according to our wishes or inclinations? If by facts the speaker means

such phenomena as political, economic, social, or legal status quo, then I concede that we can

alter facts. The reason for this is that such systems are abstract constructs of our inclinations,

wishes, and passions to begin with. Otherwise, I strongly agree with the speaker that we

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cannot alter facts. When it comes to certain aspect of our personal lives, and to historical

events and scientific truths, no measure of desire or even passion can change external reality.

On an individual level, we all engage in futile attempts to alter facts--by pretending that

certain things are not the way they are because they are inconsistent with our wishes or

personal interests. Psychologists refer to this psychological defensive mechanism, which

seems to be part of human nature, as denial. Consider curious pastimes such as

mind-reading, psychic healing, rituals that purportedly impart immortality, and other such

endeavors, which seems to transcend all cultures and periods of human history.

Understandably, we would all like to have the ability to alter the physical world, including

ourselves, as we see fit, or even to live forever by means of the sheer force of our will. Yet, not

one iota of scientific evidence lends support to the claim that any human being has ever had

any such ability.

Nor can we alter facts by virtue of our inclinations or passions when it comes to history.

Admittedly, no person can truly know any particular past that the person did not experience

firsthand. In this sense history is a construct, created for us by reporters, archivists, and

historians. Historical facts are therefore susceptible to interpretation, characterization, and of

course errors in commission and omission. This is not to say, however, that historical facts can

be altered by our inventing versions that suit our inclinations or wishes. In short, an historical

event is not rendered any less factual by either our ignorance or characterization of it.

Similarly, when it comes to science our wishes and desires ultimately yield to the

stubbornness of facts--by which I mean empirical scientific evidence and the laws and

principles of the physical world. Admittedly, in many cases it is difficult to distinguish between

scientific fact and mere theory. History is replete with examples of what were considered at

one time to be facts, but later disproved as incorrect theories. Yet it is telling that many such

obsolete theories were based on the subjective inclinations, desires, and wishes of theorists

and of the societies in which the theorists lived. For example, the notions of an Earth-centered

tmiverse and of linear time and space were both influenced by religious notions--that is, by

58

human wishes and passions. As our factual knowledge increased such theories ultimately give

way.

In sum, I agree that facts are indeed stubborn things. Understandably, all humans are

guilty of ignoring, overlooking, and misunderstanding facts--at least to some extent. After all,

human passion, desire, and individual bias and perspective are powerful influences when it

comes to what we believe to be true and factual. Moreover, the statement carries deep

epistemological implications regarding the nature of knowledge and truth, which I cannot begin

to adequately address here. Nevertheless, on a less abstract level the speaker is correct that

neither inclination, desire, nor passion, no matter how fervent, can alter that which is past or

beyond our physical control.

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" the task for the teacher (teaching science) is to find ways of helping children transform their own beliefs into ideas and explanations more consonant with the explanations accepted by conventional science." McGuigan and shilling p6

The constructivist approach to teaching advocates that the teaching stems from the child's own beliefs and ideas. " Constructivist learning - That teachers should take pupils ideas seriously so that changes made in them make sense to the pupils and the new ideas are owned by them. ( The teaching of science in primary schools, Wayne Harlen, 16, second edition, page 17). Generally it is without complexity for a teacher to find out the child's own ideas. However, the next step which is the finding out where to take the idea and how to ensure that it is science based is rather more intricate. This is where strategies and methods can be utilised to aid this difficulty.

So, how does one incorporate constructivist teaching into the classroom. Watson and Bentley (11) identified five tenets that act as a response to the above question, they are as follows. Commencing learning in response to stage of the learner, Progression through a process of orientation, elicitation, restructuring and application, thirdly, the designing of bridges in order to facilitate taking the child to the desired point, the induction of active learning, and finally, the ability a teacher has to act as a facilitator. I shall now discuss these factors further in more detail, to begin I will look at the first point made. " Commencing learning in response to the stage of the learner". This is a very prevalent method of teaching concerning constructivism, it simply allows the teacher to concentrate on the individuals own experiences giving the teacher the opportunity to continue the teaching from this stage. This method is said to facilitate the understanding of new material. For example, a topic such as sound can be easily generalised to child's already known ideas and experiences and then simply transferred to another more suitable context, one which the teacher wishes to teach or discuss. The second aspect, which states that progression through orientation, elicitation, restructuring and application can help to introduce constructivism into the classroom is centred around providing the right ambiance in order to support the child's ideas, thoughts and feelings towards any given topic. One should encourage the learner as well as providing challenging experiences. A method in which this can be carried out, is to recreate a child's own experience of the topic by using props etc to prompt the child to express their ideas. Thirdly, I will discuss the aspect of designing bridges to take the learner to the desired point. It is essential that the teacher has the ability to morph a child's idea into a appropriate and useful point. "The task of the teacher is to know the pupils well enough so that instructional steps are strong and help transport ideas for particular individuals". Without this competence constructivism in the classroom ceases to exist.

The fourth aspect involves incorporating active learning in order to promote constructivism, active learning can take place in the techniques of group work, and collaborative learning. Thus enabling teaching to be interactive and involving the whole classroom. The fifth tenet is the ability for a teacher to act as a facilitator within the classroom. It can be difficult for a child to express their own ideas and experiences in a classroom environment. The process of "circle time" is a new and flourishing method of allowing children to hold a discussion without the fear of ridicule, therefore this is a example of how the teacher can act as an facilitator, it is also effective because it can be applied across the curriculum in a variety of topics and subjects. For example if a certain science topic is proving to be to hard to grasp, circle time can prove to be an effective method in which the children can convey their problems and misconceptions concerning the desired topic. This point is largely in correspondence with management of the classroom. Another factor with reference to the induction of constructivism is the ability of questioning techniques. Certain methods of questioning can prompt a child. The idea is to encourage pupils to explore their own ideas rather than the ideas dictated to them.

To conclude, the most obvious aspect of constructivism has to be the positive element that the ideas originate from the children, therefore, there is the opportunity "to use the information about pupils ideas in order to note what they already know and so to teach them something new, or to note what wrong ideas they have in order to correct them or conflict them" (The teaching of Science in Primary schools, Wayne Harlen, 16, second edition, page 51). Evidence provided by the SPACE project cycle of teaching steps depicts that constructivism is very effective as the framework is " Loose enough not to become a restricting routine" ( The teaching of Science in Primary schools, Wayne Harlen, 16, second edition, page 4). However, it is evident that the constructivist approach does have underlying complex problems, for example, it is obligatory for the child to want to converse their ideas, as well as the difficult predicament of the teacher having the ability to transform the ideas into a suitable context.

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Trainspotting Critique

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Trainspotting is highly engaging and riveting. The gross scenes arent as bad as some reviewers make it out to be (though I do have a high tolerance level). In some cases, there is an added amount of surrealism that makes such a scene work, and thats the main strength of this movie.

The movie is about five childhood friends, four of whom are (or end up becoming) heroin addicts. The fifth, Begbie (Robert Carlyle), while not an addict, is a bit of a psychopath. The movie takes us through their battle with addiction. The depiction of the heroin addiction is effective because of the aforementioned surrealism, which is highly thought-provoking.

Mark Renton (Ewan McGregor) is the main focus of this story, which mainly deals with his handling of heroin addiction. In the movie, he is the only person who seems to have any depth in his character. It is as if the other characters dont possess the something special that he has, even though they might be stronger in other respects. I am not sure if this is intentional, but it fits in really well with the theme of the story. The other characters include Sick Boy (Jonny Lee Miller), Spud (Ewen Bremmer), and Tommy (Kevin McKidd).

There are really humourous scenes, enhanced all the more by the Scottish accents. There is a lot of symbolism, both with regards of the heroin addiction, and with regards to the current state of (Scottish) society. Theres even a bit of commentary with regards to AIDS. That might perhaps be the movies major flaw---it addresses too many issues through its use of clever symbolism, from neglect of children to the nature of Scotlands position in the global economy.

Ultimately though, Trainspotting is a fairly typical movie with regards to its anti-establishment theme. It is nothing more than a collection of interesting cinematic ideas stringed together. Each one is worthy of exploration in its own merit, and each one has enough momentum to keep the viewer watching intently, but there is no complete deep message here. Perhaps that in itself is a statement of sorts.

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Shange Dynasty

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Our major religion is derived from the Hebrew faith, we believe in one god. Religious leaders are chosen ones- the elite few that reflect inner meditation and understanding. Their responsibilities include advising political leaders, teaching and being a discipling the public, blessing the poor and unhealthy, and recording the history of our people. One high priest is appointed to judge all criminal disputes; the law system is based on our moral code called the Chalkhian code, which deems murder, robbery, and adultery and falsehood crimes punishable by court.

We have three religious holidays, which are observed throughout the empire. The first day of planning, when Ala let's down his rains to flood the earth; the first day of harvest, in praise and thanksgiving for Ala's plenty; and the last day of the year, a day of prayer at the end of our observed creation period.

Art is a valuable part of our society and we believe that it is linked closely to religion. Like the Shang Dynasty, we are very skilled with bronze casting. Medals of family crests hang outside our doors to show pride in our heritage. Many vendors can be found on market days peddling beautiful, handcrafted jewelry for the women. Since horses are greatly respected among our people, it is common for official's steeds to be clad in bronze dcor. Another form of art is that which takes place deep in the cellar of our temples where scribes paint our civilization's stories on the walls. Dye from berries and flowers are used to make in mural-like, complete with graphic portrayals of harvest and wartimes.

Architecture is another beautiful artistic aspect of our land. We take great pride in how our capital city looks and functions. Our buildings reflect influences from Egypt and other civilizations.

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Family structure in Chalkhi is based on filial piety. We find it very important to care for your family; strong families make a strong government. The elders are the most respected in the family because of their wisdom in the ways of the world.

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The effects of environment and hereditity in wuthering heights

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The environment and heredity are both prevalent themes in this novel, with the environment involving the two households in the novel and with heredity involving all the major and most of the minor characters. Since these two themes include the characters and the different settings, they are involved with the structure of the novel and are therefore very important to the story. The theme of heredity is very complex because of how it changes throughout the novel. As new characters are introduced, new hatred and love arise between them, while the theme of environment stays the same and strengthens while the story moves on. With each household contrasting the other and the tenants suiting the home they reside in, we see a commonality between the two.

Wuthering Heights is described as a bad environment because of the characters that reside there, and the way the house is maintained. Most of these characters are from the Earnshaw and Heathcliffe families. Most of the characters from these families that reside in Wuthering Heights have an imperfection of some sort, whether physical, emotional or mental. Hindley Earnshaw and Heathcliffe are the two characters that began this degradation and were responsible for ending it. After years of living with each other Hindley had a drinking problem and wanted to kill Heathcliffe, who himself despised Hindley. This anger was also directed at the Lintons in Thrushcross Grange due to Heathcliffe's hatred for them, specifically Edgar. Hareton, Hindley's son, was originally an illiterate and violent male, while Linton Heathcliffe had a natural weakness to getting sick. Characters that move from other households into Wuthering Heights acquire negative qualities as well. Cathy Linton was originally very polite and cheerful, but once she was forced to live in Wuthering Heights she became hurtful and critical "'I don't want your help,' she snapped; 'I can get them for myself.'…'You scandalous old hypocrite!' she replied…'I'll show you how far I've progressed in the Black Art'" . Seeing as this house is home to many mean spirited characters and turns good, decent people into generally bad individuals it can be said that symbolically this is some sort of hell.

In contrast with Wuthering Heights, Thrushcross Grange is a pleasant place to be, and the characters that live there prove this. With Wuthering Heights making people mean spirited Thrushcross Grange does the opposite and makes people proper. This is true with Catherine Earnshaw. She originally was very rebellious against her father, but once she resided in Thrushcross Grange for several weeks she became very proper "Catherine had kept up her acquaintance with the Lintons… and as she had no temptation to show her rough side in their company" (Wuthering Heights, pg. 6). The people that lived there originally were proper too, for example Edgar Linton, who was a major influence on Catherine's transformation. Before being forcibly moved to Wuthering Heights, Cathy Linton was a very cheerful and proper lady as well. For a household that houses such proper people, it is no surprise that the house itself has a proper look to it; a look of high class "A splendid place carpeted with crimson, and crimson-covered chairs and tables, and a pure white ceiling bordered by gold, a shower of glass-drops hanging with silver chains from the centre, and shimmering with little soft tapers."(Wuthering Heights, pg. 51). With the luxurious house and the polite and proper people that reside in it, Thrushcross Grange could be interpreted as a symbol of Heaven.

What is interesting about this novel is how there is a union with the household and the residents. Wuthering Heights is described negatively as being a desolate and dead home with horrible weather "On that bleak hilltop the earth was hard with a black frost, and the air made me shiver through every limb."(Wuthering Heights, pg. 14). The characters that reside there have mostly negative characteristic as well, like Hindley, Heathcliffe, Hareton, Linton and Cathy Linton. Thrushcross Grange is at a contrast with Wuthering Heights because the home itself is described positively as being luxurious and beautiful. The characters that reside here are at a contrast with the characters from Wuthering Heights and have mostly positive characteristics, like Edgar, Catherine Earnshaw and Cathy Linton. With this kind of contrast, it is no surprise that there is a place of neutrality from both extremes. The Moors is this place of neutrality, and it has always been described as being quiet and peaceful where people can share their true feelings. It was originally Catherine Earnshaw and Heathcliffe's getaway from all the anger and conflict. All that mattered to them was their love for each other, and while at the Moors, that's all that mattered to them. The way they could forget about their troubles shows the power of the Moors and its peaceful atmosphere. Each environment had a great power over its inhabitants, making the characters emotional and physical characteristics fit the mood of the environment itself.

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"The Cask of Amontillado"

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"The Cask of Amontillado"

Italia, a place of indescribable beauty, extravagant foods and wines; another place of duplicity and corruption. Edgar Allen Poe wrote the story, "The Cask of Amontillado" taking place in Italy during the 1800's. The story takes place during a carnival, a place for families and happiness, but Montresor has another plan for the night. The story begins with Montresor swearing revenge upon Fortunato ending in his demise. Montresor tells Fortunato of the Amontillado he has in his family's cellar; Fortunato is lured by his love of wine, especially Amontillado. Montresor leads Fortunato deep in the cellar; his ancestors' remains surround the cellar. This atmosphere creates suspense and tension for the reader. The detail of the atmosphere is so wonderful, and this adds detail to the story. The story ends with Fortunato chained to a wall, waiting for his death. Montresor builds a wall to block him in; it is the deepest room in the cellar where he can never be found. The story is comprised of devious behavior, and blindness to death. Montresor is surrounded by masks at the carnival, but he himself is wearing a mask; a mask to hide his devious side, but perhaps his devious side is also a mask to hide his real self. Montresor is very sarcastic with his words when he says comments like, true true, you won't die of a cough, and solutes Fortunato to his long life ahead of him. These statements are also very ironic because his sarcasm states Fortunato's upcoming demise. Montresor may be hiding behind his deviant side because he doesn't want to face that side. Montresor may be having second thoughts to killing Fortunato when it is said, "A succession of loud and shrill screams, bursting suddenly from the throat of a chained form, seemed to thrust me violently back. For a brief moment I hesitated-I trembled." He may also have this sense of regret when he tells the story half a century later and states, "May he rest in peace." Perhaps he tells this story with regret.

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