The Effects of Mozarts Music on Middle School Age Learning

Different music genres and forms have various effects on the people’s mood, behavior, and activities. As a result, it is possible to state that music can also positively affect learning of students studying at the middle school because of stimulating the work of their brains, influencing the physiological processes, and affecting the students’ emotional state and moods.Advertising We will write a custom research paper sample on The Effects of Mozart’s Music on Middle School Age Learning specifically for you for only $16.05 $11/page Learn More While discussing the most appropriate styles and forms of music which can affect the students’ learning positively, the researchers focus on the musical pieces composed by Wolfgang Amadeus Mozart (1756-1791). The sonatas, symphonies, and other orchestral compositions composed by this musical genius are discussed as the examples of the ‘light’ music of the 18th century which s timulates not only the positive perception of the world but also the intellectual growth associated with the improved learning (Hattie and Yates 208-209). In spite of the fact that the effect of Mozart’s music on learning in general, and on the middle school age learning in particular, is the controversial topic which is actively discussed by psychologists, physiologists, educators, and music theorists, the role of Mozart’s music for influencing the students’ moods, behaviors, and motivation can be considered as significant. Depending on its genre, music can provide different effects on the listener’s perception. Classical music can stimulate the brain’s activities and the person’s process of thinking more actively because of the music’s harmony and balance. The classical music is often used as the background music because of the specifics of its rhythms to affect the rhythms of the person’s body and brain’s activities. Thus, researchers state that the diatonic harmony of many classical compositions can contribute to changing the aspects of the people’s blood circulation and to influencing the persons’ mood and arousal (Jausovec, Jausovec, and Gerlic 2704). Furthermore, active listening to classical music and the use of classical compositions as the background music can have different effects on the students’ perception and learning. During his life, Mozart composed the great variety of musical pieces such as sonatas, operas, and symphonies which are characterized by the extreme musical balance and elegant harmony.Advertising Looking for research paper on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More In his works, Mozart focuses on the diatonic harmony and on using the symmetrical phrases to accentuate the balanced nature of the piece. The focus is also on the sounds of flutes, on the brass and strings. As a result, the listener perceives Mozart’s sonata or a piece of a symphony as the light and simplistic composition which increases mood and provides the feeling of harmony. Mozart’s music based on the emphasized harmony and simple melodies does not affect people negatively, while stimulating their pessimistic emotions (Keefe 150-152). Mozart’s compositions seem to provide the definite effect of sunlight and to assist students to think more positively because of the pleasant sounds and melodies heard in relation to Mozart’s works. Mozart’s sonatas and symphonies can be described as the reflections of the people’s senses and emotions. There is no violence or unpleasant sounds in Mozart’s works. Furthermore, the audience is often impressed significantly with the harmony of Mozart’s religious works in which strings sound more solemnly and vividly (Keefe 138-141). Although Mozart’s pieces are often composed according to minor patterns, the y do not sound rather pessimistically. That is why, Mozart’s music is interesting and effective to be listened to and to provide the positive effects on the students’ learning processes. It is possible to state that Mozart’s music is based on the balanced combination of the instruments’ sounds which are perceived as pleasant and light that is why Mozart’s musical pieces can stimulate the increase in the students’ productivity while completing the home tasks or during the critical thinking processes. Mozart’s music can be discussed as the effective variant to create the positive atmosphere for learning. Moreover, the harmony of sounds and melodies in different Mozart’s works can have different effects on stimulating the persons’ activities while being listened to actively or as the background music. When the student focuses on listening to Mozart’s sonata, on its rhythmic pattern and on the sounds of the instrument s, the student can develop his or her creativity, imagination, concentration, and memory (Jausovec, Jausovec, and Gerlic 2705). Mozart’s music listened to as the background melodies can provide the unconscious effects on the students studying at the middle school because their productivity increases unintentionally.Advertising We will write a custom research paper sample on The Effects of Mozart’s Music on Middle School Age Learning specifically for you for only $16.05 $11/page Learn More It is rather difficult to find the empirical evidences to state that the process of listening to Mozart’s works can contribute to improving the students’ academic performance. However, it is possible to examine the differences of the classical music’s impacts on different students, depending on their age. Mozart’s music has the positive effects on students’ learning abilities because it stimulates their thinking processe s, perception, creativity, and motivation. Listening to the light symmetrical musical phrases typical for Mozart’s sonatas, it is rather easy to concentrate on the learning activities and become more productive. Nevertheless, it is rather difficult to conclude about the role of music for the intellectual growth without referencing to the general improvement of the thinking processes caused by the students’ focus on the balanced and harmonized musical material. Works Cited Hattie, John, and Gregory Yates. Visible Learning and the Science of How We Learn. USA: Routledge, 2013. Print. Jausovec, Norbert, Ksenija Jausovec, and Ivan Gerlic. â€Å"The Influence of Mozart’s Music on Brain Activity in the Process of Learning†. Clinical Neurophysiology 117.12 (2006): 2703-2714. Print. Keefe, Simon. Mozart’s Viennese Instrumental Music: A Study of Stylistic Re-invention. USA: Boydell Brewer, 2007. Print. This research paper on The Effects of Mozart’s Music on Middle School Age Learning was written and submitted by user Nora Zamora 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.

United States Vs Wade Involves a Defendant in the Robbery of a Federally Insured Bank essays

United States Vs Wade Involves a Defendant in the Robbery of a Federally Insured Bank essays UNITED STATES v. WADE, 388 U.S. 218 (1967) involves a defendant in the robbery of a federally insured bank who was placed in a lineup several weeks after he had been indicted. The lineup was conducted without notice to and in the absence of his counsel. He was identified by two witnesses as being the robber at the lineup and the trial and was subsequently convicted of the crime. The defendant argues that the lineup violated his Fifth Amendment privilege against self-incrimination and his Sixth Amendment The question in the case was whether courtroom identifications of an accused at trial are to be excluded from evidence because the accused was exhibited to the witnesses before trial at a post-indictment lineup conducted for identification purposes without notice to and in the absence of counsel. The court held that the lineup did not violate the Fifth Amendment, but did find that the Sixth Amendment guarantees an accused the right to counsel at any critical confrontation by the prosecution at pretrial proceedings where the results might well determine his fate and where the absence of counsel might impede the right to a fair trial. Identification procedures, which had theretofore been treated as a purely factual matter left largely for lay jurors to handle, for the first time took on constitutional dimensions and created a new per se rule of constitution law for identification procedures. The catalyst was the determination that a police lineup was deemed to be a "critical stage," thereby entitling an accused who was forced to stand in a lineup to the Sixth Amendment right to the assistance of counsel. The rule applies to any identification technique and a fortiori to a face-to-face encounter between ...

Questionare Assignment Example | Topics and Well Written Essays - 750 words

Questionare - Assignment Example There is no time limit, but do not debate for a long time over each item. ALL questions are mandatory. By completing the following section you agree that the data you give can be used for research, which will help to improve future versions of this questionnaire. No individual will be identified in any research results. If you do not want your data to be used in this way please do not complete this section and move on to the questionnaire. 1. Save this document on your computer by clicking on the â€Å"File† menu and choosing â€Å"Save As†. Give the document a name and choose a location (e.g. My Documents) to save the document on your computer. Click "Save" to save the questionnaire. 2. Open your email software and create a new email message. Attach the document saved in the previous step and send the email to assessment@assessment.opp.co.uk (you do not need to include any subject line or text in the email). For information on how to attach a file to your email please see the documentation for your email software or contact your administrator. 3. You should receive an email confirming that your results have been received within 30 minutes of submitting the questionnaire. If you do not receive this confirmation email, please check that your system has sent the email and that the questionnaire was enclosed as an

Developing an Auger (Earth Drill) one stage Gearbox System. A Dissertation

Developing an Auger (Earth Drill) one stage Gearbox System. A comparing study between two planetary gears systems, spur and h - Dissertation Example On the other hand the helical gearbox design would require output bearings of 7309 BE while input bearings of 7209 BE. The gearing materials were found out best to be AISI 304 while the casing ought to be created from cast iron. Cost comparison shows that spur gearbox is much cheaper especially because of the lower cost of the ring spur gear in comparison to the ring helical gear. Therefore the spur gearbox design was chosen as the optimal configuration for the current problem at hand. Summary In order to determine the best possible solution for a gearbox for an auger earth drill an extensive investigation was carried out. The investigation was begun with a literature review of the relevant means to transmit mechanical power such as belts, shafts, torque converters, mechanical couplings and gears. Given the relative advantages of gears in terms of power and speed scaling as well as the cost, it was decided to stick with gears to power an auger earth drill. The commonly used gear type s which are spur and helical were dealt with in detail to understand their operational perspectives. Bevels gears were also investigated but rejected early on. Epicyclical gear trains were investigated in greater detail to achieve a functional yet compact gearbox. The three configurations possible which were star, solar and planetary were all looked at in detail. Given the gearing ratio of 5.4 to 1, the planetary gearing system was found to be most suitable and was thus used as the prime choice. It was also decided to perform a comparison between a spur planetary and a helical planetary gearbox to find out which one was better. The gear based calculations were carried out and the number of teeth was found culminating in the perfectly matching gearing ratio. The gear sizes were determined using the overall dimensions of the gearbox as a constraint. The number of planetary gears was chosen as three based on its load sharing and geometrical properties. Lubrication investigation was als o carried out in detail to find out a lubricant suitable for the gearbox. Bearing selection was carried out for the gearboxes (both the spur and helical gearboxes) based on their individual requirements. The types of bearings available were investigated at length in order to discern the best possible choice. Materials for the various parts of the gearbox were also considered in detail to discern the best possible choices. This was followed by the evaluation of spur gearbox and helical gearbox design based on cost as cost was considered as an important factor. The stress analysis of the gearbox components produced satisfactory results which indicated a large operating margin for the gears involved. Images The maximum and minimum stress levels are already pretty clear in this image and other images that I have sent you. The images are always going to be the same as the gearbox under investigation is the same. The yielding strength of the material is 550 MPa and the stress levels are a pparent on the picture. FOS FOS (Factor of Safety) is a measure used to indicate the relative resilience of a component to failure during normal operation. Generally the FOS is calculated by dividing the material’s own yield stress with the maximum available stress levels.

Video games Essay Example for Free

Video games Essay Today, video games have become the most popular means of entertainment throughout our world. More than three-quarters of American youths have video-game consoles, and on a typical day at least 40 percent play a video game. Moreover, recently there has been a wide range of studies by professors throughout the world all focusing on the idea of whether or not video games are causing the youth to become a more illogical violent society in the future. Moreover, some people believe they are just a waste of precious time. However, they have been proven by many scholars that they are not only the best means of entertainment, but also one of the best sources of learning and improving brain performance and strategies, speed of alertness and decision making, and problem solving skills. Coming up with good strategies can be very handy for our lives whether it be in business, learning, teaching, etc. Nowadays video games have been proved to make people smarter towards creative strategy thinking. For example, it has been stated that â€Å"While there are many games that place a premium on strategy, most set an overall goal and give the gamer numerous ways in which he or she can achieve that goal. † Vila, Monica. 7 Reasons Why Your Son Should Play Video Games. http://www. babble. com/. N. p. , 04 Feb 2013. Web. 4 Nov. 2013. Video games teach kids to think objectively about both the games themselves and their own performance. In addition, players also get instant feedback on their decisions and quickly learn their own strengths and weaknesses through try and error since they get unlimited lives in a video game. Video games have a great effect on the youth regarding decision making. Some researchers compared action video-gamers and non-gamers with a series of simple decision-making experiments. Gamers devoted at least five hours weekly in the year before the experiment to playing action video games, such as Grand Theft Auto: San Andreas and Halo 2. They presented volunteers with arrays of dots, asked them to identify which way the dots were moving, and varied the number of dots moving in the same direction to make the task easier or harder. Video games get kids to think. There are dozens of video games that are specifically geared towards learning, but even the most basic shooter game teaches kids to think logically and quickly process large amounts of data. Rather than passively absorbing content from, say, a TV show, a video game requires the player’s constant input to tell the story. Moreover, well known sources such as the video games CQ research proved this characteristic about video gaming â€Å"Games stress taking your knowledge and applying it. That’s pretty crucial in the modern world,† says University of Wisconsin Professor of Reading James Gee. † Glazer, Sarah. Video Games. Congressional Quarterly, 2006. 939. Print. Indeed, the argument that video and computer games are superior to school in helping children learn as gaining currency in academic circles. Claimed benefits include improved problem-solving, mastery of scientific investigation and the ability to apply information learned to real-life situations. In conclusion, as you have seen, there is more than just killing and violence in video games. Our future children should be more exposed to video games not only for ways of entertainment, but also for the sake of improving their intelligence whether it be in creating new strategies, enhancing problem solving skills, or even allowing them to make better life decisions.

Hamlets To Be Or Not To Be :: essays research papers

To be or Not to be   Ã‚  Ã‚  Ã‚  Ã‚  “To be or not to be, that is the question.'; Hamlet is eager to escape a life of calamity and disaster. He sees his life as a terrible burden, something he yearns to escape. The problem, however, is that death brings one into territory uncharted by t se still alive. It is not death that he fears for he perceives death as a release; the problem is death through suicide. Hamlet makes a philosophical approach to the question of whether or not it is nobler to endure life’s hardships or overcome pain an agony. Despite the fact that life can be treacherous, Hamlet foregoes suicide because the afterlife may be worse if a person takes his own life.   Ã‚  Ã‚  Ã‚  Ã‚  Hamlet also talks about life long suicide, doing nothing and allowing life to pass by. Hamlet feels as if he has resorted to this passive mode. He suffers guilt from standing by and allowing Claudius to live. Hamlet feels as if he is too gutless to t e the king’s life until he has gathered all of the facts and the right opportunity arises. Hamlet is being extremely hard on himself . It is only human nature to feel nerveless when one is unable to take action. He must realize that he is not being c ardly, but smart to wait and take decisive action.   Ã‚  Ã‚  Ã‚  Ã‚  Evidence shows that Hamlet feels life is a burden yet Hamlet still remains tranquil as he soliloquizes. The perfect iambic pentameter of Shakespeare gives this passage a sense of fluidity in contrast with the whirlpool of emotions in other soliloquies Words such as suffer, troubles, dies, sleep, heartache, calamity, and weary, depict depression as Hamlet is a very low-spirited and depressed man. There are also images that are tools of destruction: slings, arrows, arms, and whips. Shakespeare’s c eful use of words and structure displays Hamlet’s ideas successfully.   Ã‚  Ã‚  Ã‚  Ã‚  If one chooses to take the path of suicide as a result of an unfortunate life, the afterlife has the potential to be worse.

Math 214 Final Reflective Paper

Math 213 gives new teachers the tools needed to further understand what they will be facing when entering the classroom. There is a wide range of mathematic concepts covered throughout this course. Among them the major topics included: the principals and process standards for elementary school mathematics defined by the National Council of Teachers of Mathematics and the application of problem-solving strategies using numerical patterns.Additional major concepts covered were the relations and functions to solve problems, base value, language sets, the value of the Venn diagrams, how to make reasonable estimates, and how to apply number theory to applications. Week one was the exploration of the six principles of elementary school mathematics: equity, curriculum, teaching, learning, assessment, and connection. These standards outline the understanding, knowledge, and skills student should acquire in each grade level. NCTM’s establishes focus and coherence into teacher’s efforts in improving mathematics.NCTM offers teachers examples and recommendations of a wide variety of educational circumstances that serve in the best interest of the student. They serve as a support group in guiding every educator in their efforts to improving how math will be presented in the classroom. Week one was also dedicated to showing the differences in how adults and children learn while investigating problem-solving strategies. The action of students with no prior knowledge of mathematics was quite overwhelming. When time is not an essence and logic does not exist students are surprisingly able to grasp concepts of mathematics.Revealing this process illustrates the importance of encouraging students to take risks while exploring problem solving. With the right tools put into place students can excel and possibly lead the way into higher mathematics. Week two covered several number systems, functions, patterns, and problem solving strategies. We thoroughly examined the H indu-Arabic, Tally, Egyptian, Mayan, Roman, and Babylonian number systems. With the introduction of language sets the Venn diagram proved to be a valuable tool. The use of visual aids and hands on tools for establishing base values are a necessity when introducing the fundamentals.Manipulation techniques and visual aids give students the opportunity to explore math beyond the numbers and presents ides that students can relate to. After grasping knowledge of the fundamentals students can use them to connect with higher levels of mathematics. Week three was the analysis of algorithms and the discovery of the importance in giving students the freedom to contemplate their own. Many studies have shown students who create their own algorithms have a stronger mathematic grasp on the skills needed to work out problems on their own. Also introduced in week three was the importance of mastering addition prior to multiplication.Students who master addition realize that multiplication is repeat ing addition and can use it as a tool when checking their multiplication answers. The number line and group activities used during this week incorporated concepts of estimation and rounding and demonstrated how students can judge the accuracy of their answers. Carrying forward was the introduction of multiplication properties. They include: Commutative Property, changing the order, Associative Property, changing the grouping factors, and the Identity Property were one is the same as the other.The knowledge of these operations makes it easier for students to understand multiplication. The concepts in week three set a foundation needed to expand on. Students must have an understanding of numbers and the different ways they are represented. These concepts are useful application to present and future math challenges. Week four covered the difficulties that students have with fractions. Visual aids, manipulation, and using realistic relationships prove to be useful as teacher interpret f ractions, decimals, percents, and problems solving techniques to students.Circular shape objects create a superior surface in showing a whole numbers and are a good starting point when explaining the meaning of the numerator and the denominator. Manipulation of objects and relating math concepts to everyday life may help students with other styles of learning. Beans and blocks are just some objects teachers can use in manipulation and the score to last nights football game might be something students can relate to. There is great deal of sources available to teachers that illustrate and explain different approaches that can help students grasp mathematic concepts like fraction, decimal, percent, nd problem solving. Teachers have formed support groups online, around the nation, that are dedicated to helping students connect to math. Finally, my reflection after week five proves to be filled with valuable information needed for the development of a professional math instructor. This c ourse has improved my understanding of math in general and has given me the tools to explore a student’s mind. Through thorough investigations I have found different approaches that may best suited in presenting mathematic concepts into a classroom.