Globalization A Global Economy Essay - 1521 Words

Globalization is the process in which we as humanity are coming together to form a global economy around all sorts of different infrastructures. â€Å"The globalization process implies the incorporation of national economies, cultures, political systems and various identities of capitalist system which require the removal of all hurdles to cross-national interaction and exchange often created earlier by protectionist states† (Aamir, 1). Globalization is the greatest thing to happen to us as humans, we will form together instead of being pushed apart. Companies trade with each other from different countries, this allows a wider market for both participants and makes more jobs on both sides of the trade, giving economic structors for countries in poverty. This joining of countries will allow a hermans period of our history and become the beginning of a new age where we do not fight each other for resources but work together to gain more than land or wealth. Many are concerned th at these changes will leave the poor behind to become dust in the wind, but there are many global institutions that are helping to keep this from happening. Some of these Institutions like the World Bank(WB) help by giving money to countries in poverty to allow them to grow and prosper like other countries and become part of this global phenomenon. Along with these Institutions, countries that are more fortunate are attempting to help the global trade process by creating promising treaties and methods ofShow MoreRelatedGlobalization And The Global Economy1720 Words   |  7 PagesFor many of the world’s population, the growing integration of the global economy has provided the opportunity for substantial income growth. This is reflected not only in higher incomes, but also in the improved availability of better quality and increasingly differentiated final products. However, at the same time, globalization has had its dark side. There has been an increasing tendency towards growing equalization within and between countries and a stubborn incidence in the absolute levels ofRead MoreGlobalization Is The Rise Of Global Economy818 Words   |  4 PagesGlobalization is a term that came into popular usage in the 1980 s to describe the increased movement of people, knowledge and ideas, and goods and money across national borders that has led to increased interconnectedness among the world s populations, economically, politically, socially and culturally. Although globalization is often thought of in economic terms (i.e., the global marketplace), this process has many social and political implications as well. Many in local communities associateRead MoreEconomic Globalization And The Global Economy972 Words   |  4 Pagesperiod of international peace, globalization has rapidly taken over political discourse and dealings. The emphasis, in recent decades, has been towards economic globalization with the push for international stock exchanges, and the developm ent of the International Monetary Fund (IMF), the World Bank, and the World Trade Organization (WTO). Economic globalization is the development of an interdependent and integrated global economy of independent nation’s economies. It occurs through the developmentRead MoreThe Globalization Of The Global Economy2043 Words   |  9 PagesOver the last decades the global economy has developed numerous new features and has become more complex than ever. Since the 1970s, the globalisation of capitalism has greatly transformed the shape of the world s economic and geographical space. Current tendencies, indicate that the world is moving towards a more open and more favourable place for global business and investment. The globalisation of productive capital along with the international division of labour and the rise of the financialRead MoreImpact Of Globalization On The Global Economy1355 Words   |  6 PagesGlobalization is interpreted in a variety of different ways. One way is that it introduces opportunities which further develops regions to progress and prosper in the global economy. In many cases globalization means the shift toward a more integrated and interdependent world economy. The world is moving away from self-contained national economies and toward an interdependent, integrated global economy. There is an insurmountable amount of ways to impact globalization but some include trade, peopleRead MoreGlobalization And Its Effects On The Global Economy1759 Words   |  8 PagesGlobalization and Its Effects On the Global Economy In the past 100 years, the world has shifted enormously. Once, a world that only communicated when one nation was trying to take control of another, is now connected more than ever. This transformation began with the Industrial Revolution in a period from around 1760 to 1840. Thinking back to that time, we can easily think of noticeable differences between how the world was and how it is today. The United States was a small, developing country,Read MoreEconomic Globalization And The Global Economy2345 Words   |  10 Pageshear of economic globalization referred to as an immensely valuable and modern process. The implication is that, as nations more fully engage in interactive trade and financial cooperation, benefits accrue to virtually all as the markets inevitably expand. Importantly connected to such a viewpoint is the perception that the expansion of the global economy must produce desirable results for those nations in various stages of development; in plain terms, the inter action on the global scale must bothRead MoreImpact Of Globalization On The Global Economy1803 Words   |  8 Pagesinvestments and production in the global market. The development of Technology through the industrial revolution, is one the most significant factors behind globalisation. Globalisations removes the limits to business, the trade of goods and services worldwide. This allows business cooperation’s to expand in foreign markets. Global trade is a powerful force that has been made possible through the process of globalisation, and has opened up the gates to the global economy. There are many advantages andRead MoreImpact Of Globalization On The Global Economy1452 Words   |  6 PagesMany goods and services have increased, because of worldwide trading throughout the past years. Australia is linked into the global economy due to exchanges being made between nations and technology being better than ever, as it is quicker, faster and easier to communicate with potenti al customers. These are just some of the reasons why Australia is linked in to the global economy. Globalisation over the past 30 years Globalisation has changed over the past 30 years due to changes made between technologyRead MoreGlobalization And Its Impact On The Global Economy1107 Words   |  5 Pagesglobalisation indicates that the world development may be more sustainable. †¢ Political relations and the global environmental have become successfully intertwined, an increase in the global economic incorporation (Martens and Raza, 2016). Globalisation has resulted in: †¢ increased international trade †¢ a company operating in more than one country †¢ greater dependence on the global economy †¢ freer movement of capital, goods, and services †¢ recognition of companies such as McDonalds and Starbucks

Music and Learning Free Essays

TETTEH OKLEY CEPHAS TOPIC: MUSIC AND LEARNING; incorporating music rhythm into studies to aid memory and recall. Case Study at the University of Ghana,Accra. Submitted as research proposal to Mr Adotey, Faculty of Social Sciences, Department of Psychology. We will write a custom essay sample on Music and Learning or any similar topic only for you Order Now TABLE OF CONTENTS 1. Introduction 1. 1 Background of the research 1. 2The study area 1. 3Problem statement 1. 4 Aims and objectives of this study 2. Literature review 3. Methodology 3. 2 Methodological considerations 3. 2. 1 Qualitative framework of study 3. 3. Data collection and procedure 3. 3. 1 Instruments,participants 3. 3. 2 Data analysis 4. Discussions;summary of discussion . INTRODUCTION 1. 1 background to the research Are people typically geniuses? Statistically, people probably are not. In fact, most people probably aren’t even intellectually gifted at all. Most people are likely to be pretty much average, maybe a little bit above average, or a little below, but very average none the less. It is universally understood that people strive to learn to become wiser and more informed about the world around them. The more people learn, the more powerful they can become. It is the speed at which people learn that separates the geniuses from the average people from the lear ning disabled. Geniuses don’t run into problems while learning, because they learn so fast. It is everyone else that could really use help. One solid way to increase the speed at which people learn is with music. People learn through music and their minds grow faster because of it. Some music, when implemented properly, can have positive effects on learning and attitude. Music is a powerful thing, and when we understand its significance, it can bring dramatic changes both positive and negative into our lives (Kristian David Oslon). Sceintific research on the neurological and developmental effects of music on learning has fascinated educators since long. rom soft music in the nursery to musical toys and dance lessons, encouraging music involvement in a fun way strengthens individual educational, physical and emotional development. Learning is the process of acquiring modifications in existing knowledge, skills, habits, or tendencies through experience, practice, or exercise. Learning includes associative processes, discrimination of sense data psychomotor and perceptual learning, imitation,concept,formation,problem solving, and insight. prominent psychologist and educationists have over the years propounded ways though which learning could be improved and made easy. f them music is no exception Music is one of the few activities that involves using the whole brain. It is intrinsic to all cultures and can have surprising benefits not only for learning language, improving memory and focusing attention, but also for physical coordination and development. Of course, music can be distracting if it’s too loud or too jarring, or if it competes for our attention with what we’re trying to do. But for the most part, exposure to many kinds of music has beneficial effects Music affects the process of learning and thinking. Listening to quiet and soothing music while working helps an individual to work faster and in a more efficient way. it has the ability to make the listener acts positively and feel motivated. The power of music to affect memory is quite intriguing. Mozart’s music and baroque music, with a 60 beats per minute beat pattern, activates the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, cause the brain to be more capable of processing information. Listening to music facilitates the recall of information19. Researchers have shown that certain types of music are a great â€Å"keys† for recalling memories. Information learned while listening to a particular song can often be recalled simply by â€Å"playing† the songs mentally. Further on,music has a calming effect on the mind and his even known to speed the recovery of health ailments. Studies have shown that music plays a vital core in enhancing creativity. It has a positive impact on the right side of the brain, triggering the brain centers responsible for the enhancement of creativity. Certain â€Å"ragas† are known to activate the â€Å"chakras† of our body, thus giving us an added advantage in other creative tasks. Music increases spatial and abstract reasoning skills. These are the skills required in tackling problems, solving puzzles and taking decisions. Listening to Mozarts is known to have a positive effect on the spatial-temporal reasoning, simply put,it makes you smarter. Have you tried learning anything by combining it with music or rhythm? or example, counting with a certain repeating pattern, or learning certain maths basics by giving it a tune, or learning poetry by reciting it musically. basically the combination of the rythm of a favorite song rhythm to something to be learnt makes it easier to remember since songs are are not plain words but are actually compositions with immediate catching rhythms. An in teresting aspect of music is how it eliminates depression,which reduces brain activity and hampers the minds ability to plan and carry outs tasks, by increase the sorotonim levels of the brain making the brain alert. ensational rhythms can cause the brain waves to resonate in synch to the beat,thus leading to increased levels of concentration and increased mental alertness. This helps the brain to change speeds of processing easily as need be. Music as a whole usually helps increase discipline. Rythms are easy to catch and recall and if intertwined with subject topics would help a student to recall . Everyone who have been through elementary school can not deny the fact that the reciting of poem did not in one way the other help he. Most of us still vividly remember so well some of this poems. This is because this hard knowledge was presented in a way that sounded so well still sound pleasant to the ear. Students appear to learn and retain more when the subject matter is presented through rhythm and/or song. They can also retrieve information if taught the correct cues. Students do not have to be musical scholars or prodigies in order to benefit from the joys of being taught mnemonically. Students who have difficulty retaining information because they cannot read or have not been taught any memory strategies, can often learn effortlessly through rhythmic and musical mnemonics. When textual information is presented as the words of a song or familiar tune, it is better recalled and its memory is more durable. Also, when the lyric and melody are partnered and then rehearsed, the melody is an effective cue for retrieving the lyric. (Chazin Neuschatz,1990; Gfeller, 1982; Wallace, 1994; Yalch, 1991; Gfeller, 1982). 1. 2. STUDY AREA The University of Ghana is the oldest and largest of the Ghanaian universities. It was founded in 1948 as the University College of the Gold coast, and was originally an affiliate college of the University of London which supervised its academic programmes and awarded degrees. It gained full university status in 1961, and now has nearly 40,000 students. The original emphasis was on the liberal arts, social sciences, basic science, agriculture, and medicine, but (partly as the result of a national educational reform programme) the curriculum was expanded to provide more technology-based and vocational courses and post graduate training. The university is mainly based at Legon about twelve kilometres northeast of the centre of Accra, Ghana. The medical school is in Korle Bu with a teaching Hospital and secondary campus in the city of Accra(Accra City Campus) meant for workers or the working class. It also has a graduate school of nuclear and allied sciences at the Ghana Atomic Energy Commission, making it one of the few universities in Africa offering programmes in nuclear sciences. The university also has another branch of its Business school located in the Central city of Accra. The school can boast of big Department of Psychology upon its introduction into the University in 1967. It now is one of the fields with over thousands students. 1. 3PROBLEM STATEMENT †¢ Is it worth it all to use music to aid recall or improve memory †¢ which kinds of music rhythms are appropriate †¢ how can these rhythms be fashioned into the learning and teaching strategy to improve memory †¢ was the use of song rhythms able to aid recall and memory. †¢ If indeed it is shown that students benefit from learning subject matter in the classroom mnemonically through music rhythms, what is preventing teachers from using them more often in the classroom? 1. 4 AIMS AND OBJECTIVES To conglomerate the knowledge of music into the learning strategy to aid concentration and cognition †¢ To precisely state methods by which music can be incorporated into learning to aid easy recall of stuffs learnt †¢ To examine whether the attachment of the knowledge of music and rhythms to learning really aids recall and memory improvementt †¢ To prescribe the kind of musi c rhythms to be used in learning which can aid cognition precisely recall and memory improvement †¢ To help lecturers to sufficiently use music rhythms in teaching their students 2. LITERATURE REVIEW Yates (1972) chronicles how the Ancient Greeks, who invented many arts, also invented the art of memory. Just like their other arts this was passed onto Rome and subsequently descended in the European tradition. This method of impressing place, image, and music on memory has been called ‘mnemotechnics’ or mnemonics. †¢ The reviewed literature reveals current and past studies on the subject of using musical mnemonics as an effective memory tool in the classroom and beyond. A musical mnemonic is a useful tool for disciplines that require a great deal of memorization. Mnemonics can be teacher created or students created and should not be introduced until the student knows how to use them correctly. The literature reports that in general students, who have been taught through mnemonic instruction, outperform students taught by traditional instruction techniques. Much of the prior research was conducted in the curriculum areas of science, history, geography, English, social studies and foreign language vocabulary. The literature is presented from two complimentary perspectives; medical and educational. †¢ Sacks (2007) researched the phenomenon of brainworms. Brainworms are overly catchy tunes designed to bore their way into the listener’s ear or mind and are not easily forgotten. They were described as â€Å"cognitively infectious music agents† by a newsmagazine in 1987 (p. 42). Sacks (2007) searches for the qualities that make a tune become almost impossible to delete from memory. Is it timbre? Rhythm? Melody? Repetition? â€Å"Or is it arousal of special emotional resonances or associations† (p. 43)? He recounts a song from his youth â€Å"Had Gadya† a Hebrew song that was long and repetitive and that became â€Å"hammered† (p. 44) into his head. He queries: â€Å"Did the qualities of repetition and simplicity†¦ act as neural facilitators, setting up a circuit (for it felt like this) that reexcited itself automatically? Or did the grim humor of the song or its solemn, liturgical context play a significant part too† (p. 44)? †¢ Sacks (2007) reports on how our brains are helplessly sensitive to music, and how the â€Å"automatic or compulsive internal repetition of musical phrases is almost universal† (p. 44). The brain treats musical imagery and musical memory in a unique way that has no equivalents in the visual mind. Melody, with its unique tempo, rhythm and pitch â€Å"tend to be preserved with remarkable accuracy† (p. 47) whereas visual scenes are often not recalled as accurately. Because of this â€Å"defenseless engraving of music on the brain† (p. 47) musical imagery and memory even occur in people who that they are not musical. Neurologically, people tend to find those brainworms or catchy tunes completely irresistible and unforgettable. This comes as no surprise to the advertising world that makes their millions out of flooding our world with such nauseating jingles as â€Å"Rice-a-Roni; the San Francisco treat! or â€Å"800-588-2300 Empire, today! † †¢ Mnemonics 14 †¢ Hodges (2000) marvels at the new revelations that the latest â€Å"neural machinery† has shown us, on the effects of music on the brain. He derives the following premises from neuromusical research. †¢ †¢ †¢ †¢ The human brain has the ability to respond to and partic ipate in music. The musical brain operates at birth and persists throughout life. Early and ongoing musical training affects the organization of the musical brain. The musical brain consists of extensive neural systems involving widely †¢ †¢ istributed, but locally specialized regions of the brain: o Cognitive components Affective components Motor components The musical brain is highly resilient. In the same article he quotes a neurologist, Frank Wilson (1986) who states that â€Å"†¦ all of us have a biologic guarantee of musicianship†¦. we all have the capacity to respond to and participate in the music of our environment† (p. 18). Research from the Classroom and Learning Environment Gfeller (1986) did extensive research with learning disabled children and how musical mnemonics affect their retention and recall. She chose as subjects for her research both learning disabled and non learning disabled students. The study focused on the memorizing of multiplication facts through repetition either by chanting the numbers and product to a simple tune or standard verbal rehearsal. After the initial trial, the non disabled students reported significantly greater recall of the facts than the learning disabled participants (p ; . 05). By the end of the fifth trial however, both sets of participants who had learned their multiplication facts †¢ Mnemonics 15 usically, remembered significantly more (p ; . 001) than did any of the students using verbal recitation. Gfeller (1986) emphasizes the importance of teaching the students how and when to use a mnemonic. After all, the mnemonic is only effective if the student can access it, retrieve it and subsequently utilize it. She also encourages the use of familiar melodies in creating mnemonics. Students in her trial remarked that â€Å"†¦ the fact s most easily recalled were those rehearsed to melodies reminiscent of songs they previousl †¢ How to cite Music and Learning, Papers Music and Learning Free Essays TETTEH OKLEY CEPHAS TOPIC: MUSIC AND LEARNING; incorporating music rhythm into studies to aid memory and recall. Case Study at the University of Ghana,Accra. Submitted as research proposal to Mr Adotey, Faculty of Social Sciences, Department of Psychology. We will write a custom essay sample on Music and Learning or any similar topic only for you Order Now TABLE OF CONTENTS 1. Introduction 1. 1 Background of the research 1. 2The study area 1. 3Problem statement 1. 4 Aims and objectives of this study 2. Literature review 3. Methodology 3. 2 Methodological considerations 3. 2. 1 Qualitative framework of study 3. 3. Data collection and procedure 3. 3. 1 Instruments,participants 3. 3. 2 Data analysis 4. Discussions;summary of discussion . INTRODUCTION 1. 1 background to the research Are people typically geniuses? Statistically, people probably are not. In fact, most people probably aren’t even intellectually gifted at all. Most people are likely to be pretty much average, maybe a little bit above average, or a little below, but very average none the less. It is universally understood that people strive to learn to become wiser and more informed about the world around them. The more people learn, the more powerful they can become. It is the speed at which people learn that separates the geniuses from the average people from the lear ning disabled. Geniuses don’t run into problems while learning, because they learn so fast. It is everyone else that could really use help. One solid way to increase the speed at which people learn is with music. People learn through music and their minds grow faster because of it. Some music, when implemented properly, can have positive effects on learning and attitude. Music is a powerful thing, and when we understand its significance, it can bring dramatic changes both positive and negative into our lives (Kristian David Oslon). Sceintific research on the neurological and developmental effects of music on learning has fascinated educators since long. rom soft music in the nursery to musical toys and dance lessons, encouraging music involvement in a fun way strengthens individual educational, physical and emotional development. Learning is the process of acquiring modifications in existing knowledge, skills, habits, or tendencies through experience, practice, or exercise. Learning includes associative processes, discrimination of sense data psychomotor and perceptual learning, imitation,concept,formation,problem solving, and insight. prominent psychologist and educationists have over the years propounded ways though which learning could be improved and made easy. f them music is no exception Music is one of the few activities that involves using the whole brain. It is intrinsic to all cultures and can have surprising benefits not only for learning language, improving memory and focusing attention, but also for physical coordination and development. Of course, music can be distracting if it’s too loud or too jarring, or if it competes for our attention with what we’re trying to do. But for the most part, exposure to many kinds of music has beneficial effects Music affects the process of learning and thinking. Listening to quiet and soothing music while working helps an individual to work faster and in a more efficient way. it has the ability to make the listener acts positively and feel motivated. The power of music to affect memory is quite intriguing. Mozart’s music and baroque music, with a 60 beats per minute beat pattern, activates the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, cause the brain to be more capable of processing information. Listening to music facilitates the recall of information19. Researchers have shown that certain types of music are a great â€Å"keys† for recalling memories. Information learned while listening to a particular song can often be recalled simply by â€Å"playing† the songs mentally. Further on,music has a calming effect on the mind and his even known to speed the recovery of health ailments. Studies have shown that music plays a vital core in enhancing creativity. It has a positive impact on the right side of the brain, triggering the brain centers responsible for the enhancement of creativity. Certain â€Å"ragas† are known to activate the â€Å"chakras† of our body, thus giving us an added advantage in other creative tasks. Music increases spatial and abstract reasoning skills. These are the skills required in tackling problems, solving puzzles and taking decisions. Listening to Mozarts is known to have a positive effect on the spatial-temporal reasoning, simply put,it makes you smarter. Have you tried learning anything by combining it with music or rhythm? or example, counting with a certain repeating pattern, or learning certain maths basics by giving it a tune, or learning poetry by reciting it musically. basically the combination of the rythm of a favorite song rhythm to something to be learnt makes it easier to remember since songs are are not plain words but are actually compositions with immediate catching rhythms. An in teresting aspect of music is how it eliminates depression,which reduces brain activity and hampers the minds ability to plan and carry outs tasks, by increase the sorotonim levels of the brain making the brain alert. ensational rhythms can cause the brain waves to resonate in synch to the beat,thus leading to increased levels of concentration and increased mental alertness. This helps the brain to change speeds of processing easily as need be. Music as a whole usually helps increase discipline. Rythms are easy to catch and recall and if intertwined with subject topics would help a student to recall . Everyone who have been through elementary school can not deny the fact that the reciting of poem did not in one way the other help he. Most of us still vividly remember so well some of this poems. This is because this hard knowledge was presented in a way that sounded so well still sound pleasant to the ear. Students appear to learn and retain more when the subject matter is presented through rhythm and/or song. They can also retrieve information if taught the correct cues. Students do not have to be musical scholars or prodigies in order to benefit from the joys of being taught mnemonically. Students who have difficulty retaining information because they cannot read or have not been taught any memory strategies, can often learn effortlessly through rhythmic and musical mnemonics. When textual information is presented as the words of a song or familiar tune, it is better recalled and its memory is more durable. Also, when the lyric and melody are partnered and then rehearsed, the melody is an effective cue for retrieving the lyric. (Chazin Neuschatz,1990; Gfeller, 1982; Wallace, 1994; Yalch, 1991; Gfeller, 1982). 1. 2. STUDY AREA The University of Ghana is the oldest and largest of the Ghanaian universities. It was founded in 1948 as the University College of the Gold coast, and was originally an affiliate college of the University of London which supervised its academic programmes and awarded degrees. It gained full university status in 1961, and now has nearly 40,000 students. The original emphasis was on the liberal arts, social sciences, basic science, agriculture, and medicine, but (partly as the result of a national educational reform programme) the curriculum was expanded to provide more technology-based and vocational courses and post graduate training. The university is mainly based at Legon about twelve kilometres northeast of the centre of Accra, Ghana. The medical school is in Korle Bu with a teaching Hospital and secondary campus in the city of Accra(Accra City Campus) meant for workers or the working class. It also has a graduate school of nuclear and allied sciences at the Ghana Atomic Energy Commission, making it one of the few universities in Africa offering programmes in nuclear sciences. The university also has another branch of its Business school located in the Central city of Accra. The school can boast of big Department of Psychology upon its introduction into the University in 1967. It now is one of the fields with over thousands students. 1. 3PROBLEM STATEMENT †¢ Is it worth it all to use music to aid recall or improve memory †¢ which kinds of music rhythms are appropriate †¢ how can these rhythms be fashioned into the learning and teaching strategy to improve memory †¢ was the use of song rhythms able to aid recall and memory. †¢ If indeed it is shown that students benefit from learning subject matter in the classroom mnemonically through music rhythms, what is preventing teachers from using them more often in the classroom? 1. 4 AIMS AND OBJECTIVES To conglomerate the knowledge of music into the learning strategy to aid concentration and cognition †¢ To precisely state methods by which music can be incorporated into learning to aid easy recall of stuffs learnt †¢ To examine whether the attachment of the knowledge of music and rhythms to learning really aids recall and memory improvementt †¢ To prescribe the kind of musi c rhythms to be used in learning which can aid cognition precisely recall and memory improvement †¢ To help lecturers to sufficiently use music rhythms in teaching their students 2. LITERATURE REVIEW Yates (1972) chronicles how the Ancient Greeks, who invented many arts, also invented the art of memory. Just like their other arts this was passed onto Rome and subsequently descended in the European tradition. This method of impressing place, image, and music on memory has been called ‘mnemotechnics’ or mnemonics. †¢ The reviewed literature reveals current and past studies on the subject of using musical mnemonics as an effective memory tool in the classroom and beyond. A musical mnemonic is a useful tool for disciplines that require a great deal of memorization. Mnemonics can be teacher created or students created and should not be introduced until the student knows how to use them correctly. The literature reports that in general students, who have been taught through mnemonic instruction, outperform students taught by traditional instruction techniques. Much of the prior research was conducted in the curriculum areas of science, history, geography, English, social studies and foreign language vocabulary. The literature is presented from two complimentary perspectives; medical and educational. †¢ Sacks (2007) researched the phenomenon of brainworms. Brainworms are overly catchy tunes designed to bore their way into the listener’s ear or mind and are not easily forgotten. They were described as â€Å"cognitively infectious music agents† by a newsmagazine in 1987 (p. 42). Sacks (2007) searches for the qualities that make a tune become almost impossible to delete from memory. Is it timbre? Rhythm? Melody? Repetition? â€Å"Or is it arousal of special emotional resonances or associations† (p. 43)? He recounts a song from his youth â€Å"Had Gadya† a Hebrew song that was long and repetitive and that became â€Å"hammered† (p. 44) into his head. He queries: â€Å"Did the qualities of repetition and simplicity†¦ act as neural facilitators, setting up a circuit (for it felt like this) that reexcited itself automatically? Or did the grim humor of the song or its solemn, liturgical context play a significant part too† (p. 44)? †¢ Sacks (2007) reports on how our brains are helplessly sensitive to music, and how the â€Å"automatic or compulsive internal repetition of musical phrases is almost universal† (p. 44). The brain treats musical imagery and musical memory in a unique way that has no equivalents in the visual mind. Melody, with its unique tempo, rhythm and pitch â€Å"tend to be preserved with remarkable accuracy† (p. 47) whereas visual scenes are often not recalled as accurately. Because of this â€Å"defenseless engraving of music on the brain† (p. 47) musical imagery and memory even occur in people who that they are not musical. Neurologically, people tend to find those brainworms or catchy tunes completely irresistible and unforgettable. This comes as no surprise to the advertising world that makes their millions out of flooding our world with such nauseating jingles as â€Å"Rice-a-Roni; the San Francisco treat! or â€Å"800-588-2300 Empire, today! † †¢ Mnemonics 14 †¢ Hodges (2000) marvels at the new revelations that the latest â€Å"neural machinery† has shown us, on the effects of music on the brain. He derives the following premises from neuromusical research. †¢ †¢ †¢ †¢ The human brain has the ability to respond to and partic ipate in music. The musical brain operates at birth and persists throughout life. Early and ongoing musical training affects the organization of the musical brain. The musical brain consists of extensive neural systems involving widely †¢ †¢ istributed, but locally specialized regions of the brain: o Cognitive components Affective components Motor components The musical brain is highly resilient. In the same article he quotes a neurologist, Frank Wilson (1986) who states that â€Å"†¦ all of us have a biologic guarantee of musicianship†¦. we all have the capacity to respond to and participate in the music of our environment† (p. 18). Research from the Classroom and Learning Environment Gfeller (1986) did extensive research with learning disabled children and how musical mnemonics affect their retention and recall. She chose as subjects for her research both learning disabled and non learning disabled students. The study focused on the memorizing of multiplication facts through repetition either by chanting the numbers and product to a simple tune or standard verbal rehearsal. After the initial trial, the non disabled students reported significantly greater recall of the facts than the learning disabled participants (p ; . 05). By the end of the fifth trial however, both sets of participants who had learned their multiplication facts †¢ Mnemonics 15 usically, remembered significantly more (p ; . 001) than did any of the students using verbal recitation. Gfeller (1986) emphasizes the importance of teaching the students how and when to use a mnemonic. After all, the mnemonic is only effective if the student can access it, retrieve it and subsequently utilize it. She also encourages the use of familiar melodies in creating mnemonics. Students in her trial remarked that â€Å"†¦ the fact s most easily recalled were those rehearsed to melodies reminiscent of songs they previousl †¢ How to cite Music and Learning, Essay examples

The Kiss (Lovers) by Gustav Klimt Essays - Visual Arts,

The Kiss (Lovers) by Gustav Klimt The Kiss (Lovers) was painted by the Australian painter Gustav Klimt between 1907 and 1908, in his golden period, when he painted numbers of works in a similar gilded style. The shades show a couple embracing, and the man holding her face while kissing her cheek. The work is composed of conventional oil paint with applied layers of gold leaf, an aspect that gives it its strikingly modern, yet evocative appearance. The Kiss reflects his fascination with eroticism, and while its overall architecture is obviously phallic, it is renowned because of its tender representation of the female model who is tightly embraced within the overall geometry of the picture and whose body is formed from the most detailed, colorful and best expressed abstract passages of Klimt's career. In its tenderness, the painting deviates from his typical portrayal of woman as distant femme fatales; here the female is the protagonist, rather than merely the object of desire. The reason I chose this masterpiece is because I feel it shows not eroticism, but love and warmness. It doesn't make me feel uncomfortable; it feels like the hand placed on her face and her expression is full of love and kindness. To be honest, this is my favorite painting of all time, not because it is of Klimt's, because of the message it transmits. In addition, it is very creative of his part because instead of a painting it looks like an "arts and crafts" work, so it makes it more decorative and full of stuff. The golden period is my Klimt's favorite period because of his creativity and his way of expressing. Klimt usually shows the female body in his works to show eroticism, but in this case, the female body is fully covered and the male appears to be fully covered too, but their faces are not. I think he did this to show the art of love, and to transmit the emotions of their faces.

How to Use Dialogues in Class

How to Use Dialogues in Class Its easy to get stuck in a rut when using dialogues in class, but these teaching tools are full of potential. Here are some activities that use dialogue beyond just rote reading and parroting.   Use Dialogues to Practice Stress and Intonation Dialogues can come in handy when working on stress and intonation. Students move beyond focusing on single phonemic pronunciation issues and concentrate instead on bringing the right intonation and stress to larger structures. Students can play with meaning through stress by creating dialogues that focus on stressing individual words to clarify meaning. Use dialogues that students are familiar with so that they can focus on pronunciation rather than vocabulary, new forms, etc.Introduce students to the concept of using stress and intonation to highlight content words while brushing over function words.Ask students to highlight their dialogues by marking the content words in each of their lines.Students practice the dialogues together focusing on improving their pronunciation through stress and intonation. Base Impromptu Skits on Dialogues One of my favorite uses of shorter language function dialogues (i.e. shopping, ordering in a restaurant, etc.) for lower levels is to extend the activity by first practicing dialogues, and then asking students to act out dialogues without any help. If you are practicing a number of dialogues, you can add an element of chance by having students pick their target situation out of a hat. Provide numerous short situational dialogues for a target linguistic function. For example, for shopping students can practice exchanges of trying on clothing, asking for help, asking for a different size, paying for items, asking for a friends advice, etc.Have students practice each situation multiple times.Write each situation on a small piece of paper.Students choose a situation randomly and act it out on the spot without any dialogue cues. Extend Dialogues to full Blown Productions Some situational dialogues just call out for full blown productional values. For example, when practicing modal verbs of deduction using a dialogue to make suppositions about what might have happened makes a perfect scenario for practice. Students can begin with a dialogue to get the gist of a scenario, and then let their imaginations take over. Introduce target structure in class. Good structures for longer skits include: conditional forms, reported speech, modal verbs of deduction, speculating about the future, imagining a different past (past modal verbs of deduction).Provide a dialogue with targeted structure as inspiration.Divide the class up into smaller groups, each in the group should have a role.Using the dialogue as a model, students should create their own longer multiple person skit.Students practice and then perform for the rest of the class. Paraphrase Dialogues Paraphrasing dialogues can help students focus on related structures. Begin slowly by asking students to substitute or paraphrase shorter forms. End with more extended dialogues. Provide short dialogues to students and ask them paraphrase shorter phrases. For example, if the dialogue asks for suggestions with a phrase such as Lets go out tonight, students should be able to come up with Why dont we go out tonight, How about going out for a night on the town, etc.Hand out a few different dialogues, ask students to read the dialogue and then create another dialogue on the fly without using the same exact words. Students can take a look at the original lines, but must use other words and phrases.Ask students to read a dialogue to another pair. This pair in turn attempts to repeat the dialogue through paraphrase. As a variation to this exercises for lower level classes, students can expand their use of a wider variety of vocabulary and expressions by using gap fill dialogues. Students still have the structure of the dialogues to hold on to, but must fill in the gaps for the dialogues to make sense.

How to Write a STRONG Follow Up Email After Your Job Interview

How to Write a STRONG Follow Up Email After Your Job Interview After spending hours preparing for your job interview, the big day finally arrives. You go to your interview and all of your preparation has paid off. You ace it! You leave your interview feeling satisfied and confident. But you’re not quite finished yet. Even though you nailed your interview, someone else may have performed just as well. So how do you go above and beyond to differentiate yourself? You can’t just go home and watch reruns of Seinfeld. I mean, you can, but not before you perform one last crucial step. Send a follow up email after your job interview. According to  Whitney Purcell, associate director of Career Development at Susquehanna University, it’s vital to send a thank you email within 24 hours after your job interview. You should also make sure to send it during company business hours (obviously).But more importantly, Purcell goes on to say that sending a simple thank you note is not enough. Your follow up email needs to make you stand out f rom the crowd. You should highlight the best parts of the conversation you had, followed by a reminder as to why you are the best fit for the job.So the question becomes how do you write a strong follow up email after your job interview? According to  Dr. Deborah Good, an assistant professor at the University of Pittsburgh Katz School of Business, the email below is  ideal because it contains 6 very important characteristics:  Ã‚  Source: [BusinessInsider]

Phase4 IP Market Structure and Firm Strategy Essay

Phase4 IP Market Structure and Firm Strategy - Essay Example In this market, the price elasticity of demand is inelastic. This means, demand remains relatively unchanged with changes in price. This characterizes a monopolistic competition market structure. According to Boyes and Melvin (2013), this market structure is characterized by a downward slopping demand curve. Product differentiation largely influences demand elasticity such that the greater the differentiation, the more inelastic the demand elasticity. Therefore, Justcookbooks.com ventured into this highly differentiated market that makes it a mini-monopoly, hence the inelasticity of demand would see the demand for its cookbooks minimally affected by changes in pricing as it establishes itself in the market. Success in this market would therefore be guaranteed by seeking greater differentiation of the online cookbooks. With the argument by Schotter (2009) that greater differentiation causes greater inelasticity, greater differentiation at Justcookbooks.com would cause demand to remain unaffected by changes in pricing, hence consistent quantity demanded. For Justcookbooks.com, pricing with different types of customers and asymmetric information would be most appropriate. According to Arnold (2013), this strategy involves charging less cost per unit for those who buy more and a higher cost per unit for those buying less. Using this strategy, Justcookbooks.com would encourage purchases of high volumes which increase revenue and thus

Queer film +video Essay Example | Topics and Well Written Essays - 750 words

Queer film +video - Essay Example One the recent film that easily and best represent Doty’s queer theory is the animation film Hotel Transylvania Directed by Genndy Tartakovsky. The film became queer because a movie along with its characters are supposed to be queer and scary but the movie presented it as non-threatening, mainstream and to some extent, even romantic. The rendition of the film is the reverse of Doty’s assertion that sometimes what is considered as normal rendition of a film can be the most queer of all. The film literally dislodged the viewers traditonal concept of supernatural entities. For example, Dracula has a daughter who wants to be friends with humans and runs a hotel for monsters. Transylvania in this film is in fact a hotel and not the regular impression of an old scary castle. Werewolves and vampires are also relatives (Daughter Mavic called Wayne and Wanda as aunt and uncle) instead of being mortal enemy. Frankenstein has a wife and above all, it is the humans who are in fact â€Å"monstrous† that they should be scared of. And lastly, monsters in fact loves to party. It also talks about sexuality only not in the queerness of homosexuality but rather the emerging sexual drive of a teenage vampire that put normalcy in an otherwise abnormal character of a vampire. Perhaps the biggest queerness of the film was the reversal of roles between humans and monsters (vampires, werewolves, big foot, mummy). The supposed culturally marginal, in Doty’s words (4) became the dominant culture and the dominant culture became marginalized. In the point of view of the monsters, they are the mainstream entities and humans are considered as sub entity and are the ones that are monstrous that should be feared. Tartakovsky made an interesting confrontation of his characters who assumed reversal of role where the monsters view the human (young traveler Jonathan who became the fiancee of Mavic) as monstrous and the human not threatened by the actual