My Enthusiasm for Management Sudies - 1339 Words

My enthusiasm for Management studies is fairly self-explanatory: people, throughout life, will either manage or be managed. In both situations management skills are essential. The study, at high school level, of modules such as business economics, organizational behaviour and marketing has helped me to develop a stronger grasp of management fundamentals. In the US, during a six-month International Exchange Programme at the Sun Prairie High School in Wisconsin, I took a Business course, which sparked an interest in the field. Overall, I acquired knowledge related to organizational roles and responsibilities of businesses in society, including the services offered by banks and other financial institutions. In a team, I analysed business†¦show more content†¦This valuable experience abroad will undoubtedly give me a broader perspective of the business world. I feel that I would like to continue to study outside my home country – specifically the UK – which is now poised for economic recovery. Indeed, studying in the UK, the pioneer in business related theories, would plunge me into a stimulating and challenging environment. The UK represents the ideal place for a Management student, to develop a further capability (not only theoretical, but also practical) of negotiating with different countries and cultures. Learning new ways of approaching issues would be extremely beneficial to me. More precisely, learning skills specific to the UK, such as British Business Law or the features of the domestic financial system, would come as a very valuable addition to my education. The UK university system is very different from the Italian system and is far more interactive. One of the key features that also really impresses me is the career guidance service offered by UK institutions along with careers events, career planning and job search support, which allow students to transition more easily from education to employment. I would also relish the opportunity of building my academic portfolio by mixing the participation in lectures and tutorials with essay writing and research. Finally, I would welcome the opportunity of getting involved

Descartes Proof for the Existence of God Essay - 3414 Words

Descartes Proof for the Existence of God Many readers follow Descartes with fascination and pleasure as he descends into the pit of skepticism in the first two Meditations, defeats the skeptics by finding the a version of the cogito, his nature, and that of bodies, only to find them selves baffled and repulsed when they come to his proof for the existence of God in Meditation III. In large measure this change of attitude results from a number of factors. One is that the proof is complicated in ways which the earlier discourse is not. Second is that the complications include the use of scholastic machinery for which the reader is generally quite unprepared -- including such doctrines as a Cartesian version of the Great Chain of†¦show more content†¦Using his methods of Doubt and Analysis he has systematically examined all his beliefs and set aside those which he could call into doubt until he reach ed one belief which he could not doubt -- that the evil genius seeking to deceive him could not deceive him into thinki ng that he did not exist when in fact he did exist. Having determined for certain that he exists, by a second application of the method s of Doubt and Analysis he has also determined that his essence is to be a thinking thing. And by yet a third application of these methods, he has also determined that the essence of matter (which can only be known by the mind) is to be flexible, changea ble and extended (if there is any such thing as matter). This is where things stand at the end of Meditation II. At the beginning of Meditation III, Descartes makes yet more progress, he comes up with a criterion of certainty. By examining the truths which he discovered in the course of his second meditation, he decides that all of them have in common the proper ties of being clear and distinct. Thus, he claims So, I now seem to be able to lay it down as a general rule that whatever I perceive very clearly and distinctly is true. He notes an objection to this claim, which is that he had previous ly accepted as evident things which turned out to be doubtful. For example he apprehended the earth, the sky and the stars with the senses, and sawShow MoreRelatedDescartes Proof Of The Existence Of God1609 Words   |  7 PagesOne of the most important ideas upon which Descartes’s proof of the existence of God rests is that rational minds face constraints. While God is the absolute infinite, humans and other beings exist with limitations on their actions. One of these limitations is human inte llect, which Descartes names as one component of the cause of our tendency toward error as humans. The finite nature of human intellect, he argues, combines with an infinite will which causes us to seek an understanding of phenomenaRead MoreEssay on Descartes Proof For The Existence Of God1543 Words   |  7 Pages Descartes Proof for the Existence of God The purpose of my essay will be to examine Descartes’ argument for the existence of God. First, I will review Descartes’ proof for the existence of God. Then I will examine the reasons that Descartes has for proving God’s existence. I will also discuss some consequences that appear as a result of God’s existence. Finally, I will point out some complications and problems that exist within the proof. The basic problem with most religions in the world hasRead MoreDescartes Proof for the Existence of God Essay example1562 Words   |  7 PagesDescartes Proof for the Existence of God The purpose of my essay will be to examine Descartes argument for the existence of God. First, I will review Descartes proof for the existence of God. Then I will examine the reasons that Descartes has for proving Gods existence. I will also discuss some consequences that appear as a result of Gods existence. Finally, I will point out some complications and problems that exist within the proof. The basic problem with most religions inRead MoreDescartes First Proof of The Existence of God Essays1407 Words   |  6 PagesThe 17th century philosopher Rene Descartes believed that God exists. His proof of an all perfect being’s existence was explained by having an idea of God that had to have been caused by God. But simply having an idea of God is not enough for there to necessarily exist such a being. This paper will critically examine Descartes’s causal argument though its premises and conclusion. Descartes makes an attempt to prove God’s existence throughout his third meditation. In his first premise he statesRead MoreComparing Socrates And Descartes On The Proof Of Existence Of God1759 Words   |  8 PagesComparison between Socrates and Descartes on the proof of existence of God. Socrates is who established ancient philosophy with Plato and Aristotle. His philosophy effects Western system of philosophy. He was born BC 470 in Athens and his father was a sculptor and his mother was midwife. He focuses teaching other people that philosophical argument in his life. He doesn’t want material for teaching because he doesn’t have material greed. His goals are verifying the oracle, question our belief, andRead MoreDescartes Proof of the Existence of God in Meditation Three Essay1026 Words   |  5 PagesDescartes Proof of the Existence of God in Meditation Three This paper is intended to explain and evaluate Descartes proof for the existence of god in Meditation Three. It shall show the weaknesses in the proof, but also give credit to the strengths in his proof. It will give a background of what Descartes has already accepted as what he truly knows. The paper will also state Descartes two major points for the existence of God and why the points can easily be proven false. The paper willRead More Descartes Third Meditation: Proof of Gods Existence Essay1370 Words   |  6 Pages Descartes Third Meditation: Proof of Gods Existence In Rene Descartes Meditations on First Philosophy, Descartes is seeking to find a system of stable, lasting and certain knowledge, which he can ultimately regard as the Truth. In his methodical quest to carry out his task, Descartes eventually arrives at the proverbial fork in the road: how to bridge the knowledge of self with that of the rest of the world. Descartesà ¢Ã¢â€š ¬Ã¢â€ž ¢ answer to this is to prove the existence of God. The purpose of this essayRead MoreDiscourse on Descartes Skeptical Method1672 Words   |  7 PagesSebastian Gumina Paper Topic #1 Descartes’ Skeptical Method Descartes’ method offers definitive conclusions on certain topics, (his existence, the existence of God)but his reasoning is not without error. He uses three arguments to prove existence (His and God’s) that attempt to solidify his conclusions. For his method to function seamlessly, Descartes needs to be consistent in his use of the method, that is, he must continue to doubt and challenge thoughts that originate in his ownRead MoreEssay about A Very Brief History on the Existence of God 1202 Words   |  5 PagesThe subsequent essay will provide a brief overview on the existence of God from Renà © Descartes through Immanuel Kant. First, section (1), examines Descartes’ proof for the existence of God. Section (2), explores G.W. Leibniz’s view on God’s existence in addition to his attempts to rectify the shortcomings of Descartes’ proofs. Before continuing, it is imperative to understand that both Descartes and Leibniz believed that th e existence of God could be proved via reason. The remainder of the essayRead MoreDescartes: Proofs of God/Deception and Error Essay1093 Words   |  5 PagesDescartes: Proofs of God/Deception and Error Instructions: First: Analyze and evaluate the two proofs of Gods existence. How are they different? Is one more convincing than the other? Why did Descartes think he needed two proofs? Do they do different work for him? And secondly: Does Descartes give a satisfactory account of human error, given a perfect and divine creator? Are Descartes arguments convincing, or does it still seem unnecessary and less than perfect that God created us with

What Is Physical Abuse Essay Free Essays

Her head was pounding from the sudden blow. Blood was running down the side her face as she began to remember. He had tormented her, degraded her feelings, and took away her financial stability. We will write a custom essay sample on What Is Physical Abuse Essay or any similar topic only for you Order Now She felt forever trapped as she was the only one to witness such vile acts. â€Å"There is no one here to see this. There is no one here to save me from what happens inside these walls† she whispered, voice cracking. Victims like this must go through the injustice of not being able to feel safe in their own home or even their own skin. Whether it be inflicting harm for the victim through physical abuse, toying with their emotions through emotional abuse, or financially controlling them through financial abuse, abusers find ways for many women to suffer from domestic abuse in their daily lives. Physical abuse is one of the many aspects of domestic abuse. This type of abuse is most known as it can be seen with one’s own eyes. However, physical abuse doesn’t always have to happen on the victim. In many cases, physical abuse can happen somewhere near the victim. It shows that â€Å"When a partner is violent near or around you, doing things like punching a hole in the wall, the message is ‘Next time this could be your head'† (Carlson 146). Numerous amounts of people will brush off the incident and believe that it will not mean anything in the future but this sort of act can escalate quickly and leave the victim in shambles. If this message is given, the abuser is releasing their anger on an object physically and it will not be long before the abuser directs their anger on their victim – the one who caused their distress. Once they direct their anger on the victim, it can lead to extreme violence that the victim is not capable of keeping under control. Sam is a victim who had been physically abused herself. She speaks out about one of the stories of her journey with physical abuse: I was at home and I cooked his dinner†¦he came home when the food was on the table. He was like ‘Oh, it’s too cold,’ so I put it in the microwave and warmed it up. I gave it to him and he said it was too hot†¦and you start to get this worried feeling like ‘It’s going to happen. He’s going to hurt me.’ He threw the plate and smashed it against my head and he started beating me up and kicking me on the floor and punching. (Sam?) This is an example of severe physical abuse. Here, the abuser takes a typical, simple misunderstanding and exaggerates it until it reaches its full capacity. In most cases, those who are in healthy relationships would be able to work this out without it becoming physical. The victim shows that she has the constant worry of not wanting to go against the abuser’s needs. Thus, they are always tip toeing around the abuser and the second they do something even the slightest bit wrong, it becomes another heated fight. This instance is just one glimpse of what a day in the life of a physically abused partner must go through. There are always other cases. Some outcomes of physical abuse could even be fatal. This is one of the more extreme cases of physical abuse. It should be known that â€Å"One woman is fatally shot by a spouse, ex-spouse, or dating partner every 14 hours† (â€Å"NCADV†). Many do not understand the significance of homicide in physical abuse and do not link this importance to the fact that it still happens. This statistic shows that those who are in domestic abuse relationships are at a very high risk of being killed by their significant other. How to cite What Is Physical Abuse Essay, Essays

Psychology Data Interpretation for Lab Report -myassignmenthelp

Question: Discuss about thePsychology Data Interpretation for Lab Report. Answer: Lab Report Plan: The lab report plan includes research planning; five peers reviewed by journal articles, clearly stated hypotheses and their testing results and finally predicted relationship between several variables. Our research plot includes the aim to analyze the descriptive summary, scatter plot among several variables, correlation coefficient between variables and individual index rating of the variables. Our five peer reviewed by journal articles is given with relevant to the topic. We are going to provide clearly stated five null hypotheses that are tested in the assignment. Cross Cultural Differences:- The dataset involves the dataset of 312 students and the factors are Gender, Age, Nationality, Individualism Rating, Idiocentric score, Group score and Allocentric score. The responses were chosen according to group, idiocentric and allocentric self-references. The different scores were highlighted by the individualism rating appeared in the questionnaire. As predicted by the analyzed data, students from collectivist culture generate significantly more idiocentric and group descriptions than the students from individualist cultures of different nationality. The data backs up a pan cultural model in which cross-cultural variability in the self-concept are not marked as categorically different. However, it would reflect the relative ethics of the constituent components. Cross-cultural studies of self-concept remain to be an interest to the psychologists. Psychological factors in Asia and Asia-Pacific Island cultures have constructed the more relational, collectivistic or socio-centric ideas in these cultures with more individualistic and idiocentric ideas of Western concepts (Lonner, 2013). Psychologists argue that the individuality is a cultural construction (Guchner, 1994). We could expect significant cultural differences associated with the gender and age in the different nationality. Cross-cultural studies and concepts in a sampled limited range of cultures depend on the data measures. Explanatory variables are hypothesized to predict cross cultural effects and cultural differences in inter-nations (Mezulis et al., 2014). The report addresses the limitations while testing three theoretical ratios on cultural differences in self content. The psychologists have identified the existence of adaptive significance in combination with the aspects of all cultures. We expect that the people of all cultures infer the variables as part of individuality. Trait psychology dimensions would support in all cultures described in terms of trait attributes and variables with at least moderate frequency (Shiraev and Levy, 2014). Cultural psychologists view socially constructed variables across cultures. We tested alternative theoretical hypotheses successfully on cultural differences in the context of cross-cultural equivalence. The titles of reviewed journal articles those are relevant to the topic: Introduction to Statistics and SPSS in Psychology. Pearson. The article provides us the idea about what types of psychological data variables and factors could be. Statistics explained. Routledge. The article suggests us about what are the different measures of descriptive statistics (such as mean, standard deviation, correlation coefficient, 2-tail test). Tests of statistical significance. The article helps us to test the statistical significance of two-tailed test. Performing data analysis using IBM SPSS. John Wiley Sons. We got the idea about how inference could be drawn from scatter plots of SPSS. Cross-cultural psychology. In Encyclopedia of Sciences and Religions - This article helped us to develop ideas about cross-cultural psychology and their relevance with data attributes. Aim of the study report: The objective of the study report is to find the correlation coefficient between different psychological indexes and find out the inferences. We can have a clear report of nation wise and gender wise variation of psychological indexes. The report would help to provide the necessary measures and steps concluded from the findings. Hypotheses: Tests of Hypothesis: The five hypotheses given in the report are Percentage ratio of different genders according to the nationality is equal. Averages of different ratios (Idiocentric, group and Allocentric ratio) are equal. Correlation between Individual ratings and Idocentric statement Scores is zero. The relationship between Individual ratings and Group statement Scores is zero. Correlation between Individual ratings and Allocentric Scores is zero. Inferences from Hypothesis: The descriptive summary of the gender indicates that female category has maximum and others category has minimum frequency and percentage (Mayers, 2013). The descriptive summary of 312 participants provided data concludes that Australia has maximum frequency (157) and hence percentage (50.3) of nationality. Singapore is preceding Australia with frequency (83) and the percentage (26.6). In case of Individual rating, the highest individual rating is 91 among 312 participants with the frequency 3. The individual rating (90) has maximum frequency (157). Surprisingly, 92 (second highest frequency) students provided vary poor individual rating of 20. The age summary of 312 individuals show that the minimum age of a student is 17 and maximum is 56. Mean and standard deviation of age are respectively 23.657 and 5.9781. Similarly, descriptive statistic of idiocentric, Group and Allocentric ratios interpret that both the mean and standard deviation is highest in idiocentric ratio and least in allocentric ratio. The maximum and minimum values are also higher and lower in the same two ratios respectively (Mayers et al., 2013). With the help of scatter plots, we infer that - Individual rating and Idiocentric ratio: Pearson correlation coefficient (r) = 0.454. Significance (2-tailed) = 0. Correlaion is positive and moderate. These two values have significant relationship with each other at 10% confidence level. Individual rating and Group ratio: Pearson correlation coefficient (r) = (-0.29). Significance (2-tailed) = 0. Correlaion is negative and weak. These two values have significant relationship with each other at 10% confidence level. Individual rating and Allocentric ratio: Pearson correlation coefficient (r) = (-0.401). Significance (2-tailed) = 0. Correlaion is negative and moderate. These two values have significant relationship with each other at 10% confidence level. Relevant Information for Selection of Method: Participants: The columns of the dataset tell about the data of 312 participants. They all are the students of Murodoch University in Australia. Among them 218 are females, 90 are males and 4 are others. They have delivered their gender, age, nationality and individualism rating of their nationality. Materials: The used materials of the report are presented in the list of references. Procedure: The procedure is simple and easy. Firstly, we find out descriptive statistic, frequency and relative frequency table, percentage calculation of the variables like gender, nationality and individualism ratings. Next, we calculate the descriptive statistics and summary measures such as minimum, maximum, mean and standard deviation of Age, Idiocentric ratio, Group ratio and Allocentric ratio (Hinton, 2014). We could compare mean of different types of ratio. We created a scatter plot and correlation between of Individualism ratio and Idiocentric ratio, Individual rating and Group score, Individual rating and Allocentric ratio. Persons coefficient of correlation (r) is deciding the significance of effects between all relationships. References: Bochner, S. (1994). Cross-cultural differences in the self concept: A test of Hofstede's individualism/collectivism distinction.Journal of cross-cultural psychology,25(2), 273-283. Hinton, P. R. (2014).Statistics explained. Routledge. Lonner, W. J. (2013). Cross-cultural psychology. In Encyclopedia of Sciences and Religions (pp. 561-564). Springer Netherlands.. Mayers, A. (2013).Introduction to Statistics and SPSS in Psychology. Pearson. Meyers, L. S., Gamst, G. C., Guarino, A. J. (2013).Performing data analysis using IBM SPSS. John Wiley Sons. Mezulis, A. H., Abramson, L. Y., Hyde, J. S., Hankin, B. L. (2014). Is there a universal positivity bias in attributions? A meta-analytic review of individual, developmental, and cultural differences in the self-serving attributional bias.Psychological bulletin,130(5), 711. Shiraev, E., Levy, D. A. (2014). Cross-cultural psychology. Pearson Education Limited

Psychology Data Interpretation for Lab Report -myassignmenthelp

Question: Discuss about thePsychology Data Interpretation for Lab Report. Answer: Lab Report Plan: The lab report plan includes research planning; five peers reviewed by journal articles, clearly stated hypotheses and their testing results and finally predicted relationship between several variables. Our research plot includes the aim to analyze the descriptive summary, scatter plot among several variables, correlation coefficient between variables and individual index rating of the variables. Our five peer reviewed by journal articles is given with relevant to the topic. We are going to provide clearly stated five null hypotheses that are tested in the assignment. Cross Cultural Differences:- The dataset involves the dataset of 312 students and the factors are Gender, Age, Nationality, Individualism Rating, Idiocentric score, Group score and Allocentric score. The responses were chosen according to group, idiocentric and allocentric self-references. The different scores were highlighted by the individualism rating appeared in the questionnaire. As predicted by the analyzed data, students from collectivist culture generate significantly more idiocentric and group descriptions than the students from individualist cultures of different nationality. The data backs up a pan cultural model in which cross-cultural variability in the self-concept are not marked as categorically different. However, it would reflect the relative ethics of the constituent components. Cross-cultural studies of self-concept remain to be an interest to the psychologists. Psychological factors in Asia and Asia-Pacific Island cultures have constructed the more relational, collectivistic or socio-centric ideas in these cultures with more individualistic and idiocentric ideas of Western concepts (Lonner, 2013). Psychologists argue that the individuality is a cultural construction (Guchner, 1994). We could expect significant cultural differences associated with the gender and age in the different nationality. Cross-cultural studies and concepts in a sampled limited range of cultures depend on the data measures. Explanatory variables are hypothesized to predict cross cultural effects and cultural differences in inter-nations (Mezulis et al., 2014). The report addresses the limitations while testing three theoretical ratios on cultural differences in self content. The psychologists have identified the existence of adaptive significance in combination with the aspects of all cultures. We expect that the people of all cultures infer the variables as part of individuality. Trait psychology dimensions would support in all cultures described in terms of trait attributes and variables with at least moderate frequency (Shiraev and Levy, 2014). Cultural psychologists view socially constructed variables across cultures. We tested alternative theoretical hypotheses successfully on cultural differences in the context of cross-cultural equivalence. The titles of reviewed journal articles those are relevant to the topic: Introduction to Statistics and SPSS in Psychology. Pearson. The article provides us the idea about what types of psychological data variables and factors could be. Statistics explained. Routledge. The article suggests us about what are the different measures of descriptive statistics (such as mean, standard deviation, correlation coefficient, 2-tail test). Tests of statistical significance. The article helps us to test the statistical significance of two-tailed test. Performing data analysis using IBM SPSS. John Wiley Sons. We got the idea about how inference could be drawn from scatter plots of SPSS. Cross-cultural psychology. In Encyclopedia of Sciences and Religions - This article helped us to develop ideas about cross-cultural psychology and their relevance with data attributes. Aim of the study report: The objective of the study report is to find the correlation coefficient between different psychological indexes and find out the inferences. We can have a clear report of nation wise and gender wise variation of psychological indexes. The report would help to provide the necessary measures and steps concluded from the findings. Hypotheses: Tests of Hypothesis: The five hypotheses given in the report are Percentage ratio of different genders according to the nationality is equal. Averages of different ratios (Idiocentric, group and Allocentric ratio) are equal. Correlation between Individual ratings and Idocentric statement Scores is zero. The relationship between Individual ratings and Group statement Scores is zero. Correlation between Individual ratings and Allocentric Scores is zero. Inferences from Hypothesis: The descriptive summary of the gender indicates that female category has maximum and others category has minimum frequency and percentage (Mayers, 2013). The descriptive summary of 312 participants provided data concludes that Australia has maximum frequency (157) and hence percentage (50.3) of nationality. Singapore is preceding Australia with frequency (83) and the percentage (26.6). In case of Individual rating, the highest individual rating is 91 among 312 participants with the frequency 3. The individual rating (90) has maximum frequency (157). Surprisingly, 92 (second highest frequency) students provided vary poor individual rating of 20. The age summary of 312 individuals show that the minimum age of a student is 17 and maximum is 56. Mean and standard deviation of age are respectively 23.657 and 5.9781. Similarly, descriptive statistic of idiocentric, Group and Allocentric ratios interpret that both the mean and standard deviation is highest in idiocentric ratio and least in allocentric ratio. The maximum and minimum values are also higher and lower in the same two ratios respectively (Mayers et al., 2013). With the help of scatter plots, we infer that - Individual rating and Idiocentric ratio: Pearson correlation coefficient (r) = 0.454. Significance (2-tailed) = 0. Correlaion is positive and moderate. These two values have significant relationship with each other at 10% confidence level. Individual rating and Group ratio: Pearson correlation coefficient (r) = (-0.29). Significance (2-tailed) = 0. Correlaion is negative and weak. These two values have significant relationship with each other at 10% confidence level. Individual rating and Allocentric ratio: Pearson correlation coefficient (r) = (-0.401). Significance (2-tailed) = 0. Correlaion is negative and moderate. These two values have significant relationship with each other at 10% confidence level. Relevant Information for Selection of Method: Participants: The columns of the dataset tell about the data of 312 participants. They all are the students of Murodoch University in Australia. Among them 218 are females, 90 are males and 4 are others. They have delivered their gender, age, nationality and individualism rating of their nationality. Materials: The used materials of the report are presented in the list of references. Procedure: The procedure is simple and easy. Firstly, we find out descriptive statistic, frequency and relative frequency table, percentage calculation of the variables like gender, nationality and individualism ratings. Next, we calculate the descriptive statistics and summary measures such as minimum, maximum, mean and standard deviation of Age, Idiocentric ratio, Group ratio and Allocentric ratio (Hinton, 2014). We could compare mean of different types of ratio. We created a scatter plot and correlation between of Individualism ratio and Idiocentric ratio, Individual rating and Group score, Individual rating and Allocentric ratio. Persons coefficient of correlation (r) is deciding the significance of effects between all relationships. References: Bochner, S. (1994). Cross-cultural differences in the self concept: A test of Hofstede's individualism/collectivism distinction.Journal of cross-cultural psychology,25(2), 273-283. Hinton, P. R. (2014).Statistics explained. Routledge. Lonner, W. J. (2013). Cross-cultural psychology. In Encyclopedia of Sciences and Religions (pp. 561-564). Springer Netherlands.. Mayers, A. (2013).Introduction to Statistics and SPSS in Psychology. Pearson. Meyers, L. S., Gamst, G. C., Guarino, A. J. (2013).Performing data analysis using IBM SPSS. John Wiley Sons. Mezulis, A. H., Abramson, L. Y., Hyde, J. S., Hankin, B. L. (2014). Is there a universal positivity bias in attributions? A meta-analytic review of individual, developmental, and cultural differences in the self-serving attributional bias.Psychological bulletin,130(5), 711. Shiraev, E., Levy, D. A. (2014). Cross-cultural psychology. Pearson Education Limited

The Brain on Music Essay Example For Students

The Brain on Music Essay Psychology of Music Music is a form of art that utilizes sound and silence. People listen to music every day as a means of filling in silence or passing time. It may seem as though music and science exist in two separate planes; one of beauty and emotions, and the other of logic and reason. In recent years however, studies have found that music has a profound effect on the mind and human psychology. Music affects many different areas of the brain, and plays a vital role brain function as well as our lives. Music exists in every culture, and seems to be a part of much of our biological irritate. Previous texts on music and emotion have focused on the emotional responses of an individual when he or she was exposed to music; however it is much more that that; it can be seen as a very social attribute to our humanity. Consider social events such as weddings, birthdays, and graduations, as well as social settings such as clubs, pubs, and festivals. The influence of a social setting on the emotional responses to music needs to be considered. We will write a custom essay on The Brain on Music specifically for you for only $16.38 $13.9/page Order now Research has largely ignored the influence of social factors on emotions, which is unfortunate because music is associated with many social aspects of everyday life. Empirical studies show support for a social bonding hypothesis, in which Joint musical activities can improve pro- social and cooperative behavior. Music also heavily influences the fluctuation of human emotions. Emotions, according to Scorchers Component Process Model (2004), are triggered by a cognitive evaluation process that possesses three components: physiological arousal, motor expression, and subjective feelings. We can usually sense the tone of a piece of music, note if it is particularly happy or sad. This is not Just a subjective idea that comes from how music makes us feel; our brains actually respond differently to happy and sad music. A study conducted by Madhya Legendary and Goodbye Apothecary of the University of London (2009) showed that after hearing a short piece of music, participants were more likely to interpret a neutral expression as happy or sad, to match the tone of the music they heard. Studies have shown that music can improve the attention span and strength of an individual. In 2007, a research team from the Stanford University School of Medicine aimed valuable insight to how the brain sorts out all the external stimulus of the environment around it. Using brain images of people listening to short symphonies by random 18th century composers, the team showed that music engages the areas of the brain involved in paying attention, making predictions, and updating memory. What was interesting was that peak brain activity occurred during short periods of silence between musical movements, when nothing was happening. The team used music to help study the brains attempt to make sense of the continual flow of information the real world generates, a process called event segmentation. The brain breaks down information into meaningful segments by extracting information about beginnings, endings, and boundaries between events. The researchers concluded that the changes in brain activity seen in the MR. scans reflected the brains evolving responses to different phases of a symphony. The study The Brain on Music By deem brain over a period of time, and the process of listening to music could be a way the brain sharpens its ability to anticipate events and sustain attention. This aspect of music also helps develop the motivational drivers, which not only unifies attention but also motivation. Research on the effects of music during exercise has been done for years. In 1911, American researcher Leonard Ares found that cyclists pedaled faster while listening to music than they did in silence. .u27ab0c8983eca6731ba9aade964f0bef , .u27ab0c8983eca6731ba9aade964f0bef .postImageUrl , .u27ab0c8983eca6731ba9aade964f0bef .centered-text-area { min-height: 80px; position: relative; } .u27ab0c8983eca6731ba9aade964f0bef , .u27ab0c8983eca6731ba9aade964f0bef:hover , .u27ab0c8983eca6731ba9aade964f0bef:visited , .u27ab0c8983eca6731ba9aade964f0bef:active { border:0!important; } .u27ab0c8983eca6731ba9aade964f0bef .clearfix:after { content: ""; display: table; clear: both; } .u27ab0c8983eca6731ba9aade964f0bef { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u27ab0c8983eca6731ba9aade964f0bef:active , .u27ab0c8983eca6731ba9aade964f0bef:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u27ab0c8983eca6731ba9aade964f0bef .centered-text-area { width: 100%; position: relative ; } .u27ab0c8983eca6731ba9aade964f0bef .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u27ab0c8983eca6731ba9aade964f0bef .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u27ab0c8983eca6731ba9aade964f0bef .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u27ab0c8983eca6731ba9aade964f0bef:hover .ctaButton { background-color: #34495E!important; } .u27ab0c8983eca6731ba9aade964f0bef .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u27ab0c8983eca6731ba9aade964f0bef .u27ab0c8983eca6731ba9aade964f0bef-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u27ab0c8983eca6731ba9aade964f0bef:after { content: ""; display: block; clear: both; } READ: The Beatles Influence EssayThis happens because listening to music activates selective motivation, which in turn drowns out the brains cries of fatigue. When the body realizes that it is tried, it sends signals to the brain to stop and rest. Listening to music competes for the brains attention and can override those signals of fatigue. A recent study conducted in 2012 wowed that cyclists who listened to music required 7% less oxygen to do the same workout as those who cycled in silence. In the same way that exercising makes people happier through the release of endorphins, it is not surprising that music adds significantly to the exercise. Music train can also significantly improve motor control and reasoning skills. In 2008, researchers Marie Forged (Harvard Medical Center) and Ellen Winner (Boston College), conducted a study in which they investigated the association between instrumental music training during childhood and the outcomes closely related to USIA training. The study showed that children who had three years or more musical instrument training performed better than those who did not learn an instrument in auditory discrimination abilities and fine motor skills. They also tested better on vocabulary and nonverbal reasoning skills, which involve understanding and analyzing visual information, such as identifying relationships, similarities, and differences between shapes and patterns. The last two areas of study in particular are quite removed from musical training, so it was an interesting to find that learning o play an instrument could help children with such a wide variety of important skills. A similar study proved that in addition to shaping specific skills related to mental function, the effects of music and music training on the brain has a profound effect on overall cognitive development. The experiment, conducted by Dry. Helen Manville of the University (2004), tested the hypothesis that music training causes improvements in several diverse aspects of cognition, and that one way music training produces these effects is by improving attention. Learning music requires focused attention, abstract relational thinking, and fluid intelligence, or executive control. The findings in the research study suggested that if given strong attention cues, children as young as three years old can selectively analyze auditory information. It was reported that the children in the study who received music and visual arts training display a larger improvement on standardized tests of reading and arithmetic than children receiving the standard curriculum. Music is not Just the organization of sound with rhythm, melody, and tempo. It is the social foundation of humanity, and an essential part of human mental velveteen.

Make the Most of Your Tactile Learning Style

Make the Most of Your Tactile Learning Style According to some educational theorists, there are as many as nine different types of intelligence and multiple styles of learning. Tactile or kinesthetic learners are those who learn through experiencing and doing things. How Tactile Learners Learn Tactile learners like to experience the world and act out events. To remember a phone number, tactile learners may remember the pattern of their fingers as they  press the numbers on a phone or keypad. Tactile learners can remember complicated directions once theyve acted them out. Look over these traits to see if they sound familiar to you. You may be a tactile learner if you are someone who: Is good at sportsCan’t sit still for longIs not great at spellingDoes not have great handwritingLikes science labStudies with loud music onLikes adventure books, moviesLikes role-playingTakes breaks when studyingBuilds modelsIs involved in martial arts or danceIs fidgety during lectures Challenges for Tactile Learners Because tactile learners learn best through movement, they may become bored more quickly than other students while listening to a class lecture. They may also find it difficult to focus on long lectures, write extended essays, or read for extended periods of time. Study Tips for Tactile Learners An active study is good for every student. But it is especially important for the tactile learner to use active study strategies when preparing for a school exam. Tactile learners need to be actively involved as they receive and process new information. Kinesthetic learners can benefit from: Studying in short blocks of timeRole-playingTaking lab classesTaking field trips or visiting museumsStudying with othersUsing memory gamesUsing flashcards to memorizeUsing a smart pen for taking notes. A smartpen records audio content that takes place while the student is taking notes. That means that students can go back to review class notes and listen to any lecture that took place as the student recorded notes.Acting out the topics, stories, and subjects they study. For example, activities like reacting to the past enable students to immerse themselves in the topics and experience subjects they study.   Tactile learners may choose to use the Journey Method for memorizing new information (mentally placing concepts in a location). Learning games and group activities are good tactics for the tactile learner. The more active this student can be during study time, the more information that study is likely to retain. When preparing for an exam of any type, the tactile learner should practice writing a test essay (make up your own essay questions). Write the first essay using the textbook as a guide, then practice the essay several times in preparation for test day. Opportunities for Tactile Learners Certain types of classes are likely to appeal to tactile learners. For example, tactile learners will thrive in the sciences that include a lab experience. They are also likely to do well in classes that combine hands-on and conceptual learning such as: Culinary artsHome economicsEarly childhood developmentTheater or other performing artsVisual arts (sculpture, for example)Engineering If you are a tactile learner in a high school or college setting, consider choosing electives or a major that makes the most of your strengths.