Field Report on Hopwood Motorway Service Area . Sustainability Coursework - 1

Field Report on Hopwood Motorway Service Area . Sustainability - Coursework Example I noted that the peak flow and the concentration of pollutants in both water and sediments collected from the management train at Hopwood have recorded a downward trend (Motorway Services Online, 2013: 1). The sediments were received into the watercourse (Booth, et al., 2012: 244). Booth et al. (2012: 244) say that the Hopwood motorway service contains SUDS trains that administer vehicle parking, amenity and petroleum supply areas, as well as access road network, ponds and filter strips. During the fieldwork, I noticed that the motorway service also has swales, porous paving and swamplands (Booth, et al., 2012: 244). Conclusively, having conducted the field survey, the Service area must always be monitored to control the chemicals emitted from the pond. In an event that the wetlands are not well monitored, the wildlife may have access to contaminated water from the service

Consumer Behavior Research Paper Example | Topics and Well Written Essays - 1500 words

Consumer Behavior - Research Paper Example She wants the product to be as accurately portrayed in her annotated reviews; if not she’ll have to reconsider buying the brand the next time as there might be better alternatives in the market. At her age, she is a woman of ambition. She is single, and she describes herself as an independent woman who always knows how to do things her way; she is usually the kind of woman who wants to solve her problems by herself. Consumer A’s line of work as a management consultant now requires her to travel a lot, as her scope of operations grow through internet networking and internet advertising. When before, she is very much contented with her powerful desktop computer, she needs mobility now as her work requires her. As a smart girl she is, she knows she will need to carry on her computer all the time instead of bringing her tablet pc with her. The quality of her work will require her to buy an equally powerful PC that will help her handle her job, at the same time enable her to use it personally. Consumer A is a bit of a sophisticated buyer. According to her, PC is a high risk purchase, both financially and emotionally. Theoretically, according to her, she will be replacing her desktop with a new computer, a powerful laptop, as her personal tech buddy, that is why this poses and emotional risk to her. Due to this, her search for information is very extensive. She considers the internet the primary medium where she can gather information. Apart from it, part of her decision-making unit, the influencers to her are credible tech bloggers and people who have experiences over tech products. She reads every review about a product and becomes very scrutinizing whenever she encounters a negative feedback about them. Her buying behavior, because it poses very high risk for her requires her high involvement; her information search is a very logical way

Applying Learning Theory in the Classroom

Applying Learning Theory in the Classroom The two main influential learning approaches are the behaviourist and the cognitive approach to learning theories. This report critically evaluates how learning theories are applied in the 14-19 Applied Science classroom. It examines how behaviourism, although an outdated theory, is still relevant in the modern classroom and is still used in developing the rewards and sanctions policies of the modern school. The impact of Piagets theory of cognitive development is evaluated and what possible difficulties might arise if they were applied exactly as Piaget dictated. The impact of adhering rigorously to Piaget maturational stages is criticised and how it might not be possible to adhere to set ages for progression in a school. Kolb, Vygotsky and Bruners constructivist approaches are compared and shown that, when applied to a motivated class they work as they were originally intended and yet when applied to a more disaffected class, they arent as easily applied. The science classroom is an inherently dangerous place for students to work in (Frost, Turner, 2005, p.168). It is therefore necessary to instil a level of ‘discipline in the students, to ensure they minimize the dangers to themselves and others in the science classroom. It is necessary to ‘condition (Child, 1997, pp.114-121)the students to behave when certain commands are issued. Behaviour theorists believed that the mind was a blank slate ‘tabula rasa and that we could observe the response to stimulus that happened to an organism. Watson thought that a response is more likely to be connected to an environmental event (stimulus), if that stimulus-response is repeated regularly and with a short period of time between them (Child, 1997, p.115). Thorndike showed that the student is less likely to repeat negative stimulus-responses, which therefore means that there will be an increase in the positive stimulus-responses, until a correct response is repeated regularly. The stimulus-response is then reinforced whenever a positive result is produced (Child, 1997, pp.114-121). Skinner made several conclusions from his findings in Operant Conditioning (Child, 1997, pp.119-121). The steps taken in the conditioning process must be small. Regular rewards are required at the early stages, but once the conditioning is reflexive, rewards can be given less regularly. The rewards must come immediately or shortly after a positive response to ensure maximum effectiveness (feedback) (Child, 1997, pp.114-121) When discussing learning theories, its necessary to mention Pavlov due to the importance held in his work, even if it doesnt really directly affect the classroom. Pavlov pioneered the idea of classical conditioning with his famous experiment where he taught dogs to salivate, when a stimulus was applied, just before food was given to them. The dogs eventually associated the ringing of the bell with the arrival of food and salivated in anticipation of the food arriving (Child, 1997, pp.116-118). Pavlovs work does not directly link to teaching in the classroom, but it does apply, in that the students may be conditioned, to have a memory or a response to an event that happens within the classroom environment. During my lessons I tried to implement Watson, Thorndikes and Skinners theory of Operant Conditioning in the classroom to modify the behaviour of the class. The goal was to condition the students to reflexively stop talking when I moved to a certain area of the room; using the theory that the students would repeat behaviour that received a positive response, and not repeat behaviour that received a negative response. I initially started to modify their behaviour by moving to the left of the front desk, holding my hand up and waiting for silence in the same spot, every time I required them to stop talking and listen. Initially it was necessary to ask for silence and remind them that I was waiting to talk. In some cases it was necessary to issue a sanction as per the science departments rules of two warnings, then issuing a detention or keeping them in for part of their break if, if they didnt stop talking quickly enough. If the class stopped talking quickly, they would be rewarded wit h praise and if the lesson had gone well a class reward of a game or competition at the end, if it was appropriate. Positive feedback about performance is said to have a positive effect on future performance. Skinner called it reinforcement; Thorndike called it The Law of Effect (Child, 1997, pp.115-121). McAllister et al. (1969) found that praising students not only acted as a positive reinforcement of behaviour, but that the praise may have also worked by causing peer group pressure in the class to reduce inappropriate behaviour, because the negative behaviour reflected on the class as a whole (McAllister et al., 1969). Banduras Social Learning Theory would say that the students were not only being conditioned to respond to the teacher, but also learning from their peers actions as to what was appropriate behaviour in the classroom (Atherton, 2009) By the end of the six weeks, the students were starting to respond to the successive approximation as described by Skinner (Child, 1997, p.121)positively and required reminding less that I was waiting to talk to them. It was evident that they much preferred the positive response of listening and being allowed to continue with whatever activity I had planned, to the negative response of not listening and receiving a sanction, before continuing with the activity I had planned. It could be said that they were suffering from Learned Helplessness (Atherton, 2009a)and had given up on being able to change the lesson by negative behaviour. Due to the need to provide a safe working environment in the classroom, I also worked on the class responding to the command ‘STOP when they were carrying out laboratory work. The idea being that if ‘STOP was said loudly to the whole class, that they automatically stop what they are doing, stop talking, turn to where the teacher is in the classroom and prepare for instructions that are important or safety related. â€Å"In the early stages of conditioning, continuous reinforcement is needed to establish the Stimulus-Response link.† (Child, 1997, p.119) The difficulties whilst trying to implement these theories was down to the amount of time involved in getting the students responding to the stimulus positively. The theory of being able to reward the students for responding positively and sanction them if they dont isnt appropriate in this situation, due to the serious nature of the command. If the students dont respond to it, it could ultimately end up with dire consequences in an emergency situation. The ‘STOP command in particular was a difficult one to implement due to its infrequent use and the seriousness of its use that was implied to the students. If the command was overused, then it would lose its importance as something serious, but on the other hand if it wasnt practiced enough, the students would not respond appropriately when the command was issued. Another interesting situation that arose was from the attention-monopolising students, in that the more demanding students are prepared to put up with the minor inconvenience of the negative reinforcement if they get the attention time from the teacher. (McAllister et al., 1969) Seeing the students more frequently, I am sure that they could be conditioned quicker and show the innate response more readily than when I was only able to see them a few times a week. Behaviourism is evidently still relevant in the modern school (McQuillan, 1998), even if it is a somewhat outdated theory. Schools still have their sanctions policies based around Operant Conditioning and negative reinforcement with various levels of warnings and detentions in place for negative behaviour. This will remain effective for as long as policy makers allow these sanctions to be used. However, Skinners belief that we are all blank slates and what goes on inside our black boxes (Child, 1997, pp.119-121) when we learn is not important, is not relevant anymore.(Child 1997, pp.113-121) The students I have worked with and taught are all very unique in their personalities and show completely different ways of learning. To say that the learning processes they go through are only related to external stimulus and their response to that stimulus does not correlate with what has been observed in the classroom. Constructivist Theory has played a big part in the current educational environment in schools. Driver and Easley introduced constructivism as it is known now to the science community in 1978. (Solomon, 1994, p.3)They stated what was previously an inaccessible theory for science, accessible to the scientific educational community. The 14-19 classroom allows us to look at how Piagets Theory of Cognitive Development is applied. Piaget observed that children go through four distinct stages of cognitive maturation (Burton, 2001, pp.237-239) Stages of Cognitive Development (Atherton, 2009b) In the 14-19 classroom, according to Piagets theory, all the students have reached the Formal Operational stage of cognitive development and are capable of developing hypothetical situations and understand abstract concepts. Students should be able to apply their understanding of a situation and in theory be able to hypothesise what would happen in a given event. (Child, 1997, pp.191-207) From experience it is clear that not all students reach the Formal Operation stage at the same time and in fact the 11 year and up boundary is not as clear cut as that (Child, 1997, p.202-203). Within my Year 9 KS3 classes the majority of the students were at the Formal Operation stage of development and were capable of taking an abstract idea, such as levers and moment of a force and applying their knowledge and understanding to derive the equation for calculating the moment of a force themselves. A complex operation that required the students to both assimilate and accommodate (Child, 1997, p.192) the new information they were processing, a task which some found difficult, but all were able to eventually complete. With the Year 10 Applied Science class only a small portion of the class were at the point where they could process abstract information or make a hypothesis. Unlike the year nine class they had to be walked through every new concept step by step (Burton, 2001 p241). When they were given the task of hypothesising why something had happened, for example, where did the glowing light from heated calcium carbonate come from, they were unable to comprehend that the glowing was not related to the heating itself, but was actually an endothermic reaction. Even with a step by step explanation and clearly showing how the reaction was occurring, only a small portion of the class were able to assimilate and accommodate the schema. ‘Teaching at middle and upper school level should begin from concrete considerations, building up, where applicable, to more abstract reasoning.'(Child, 1997, p.203). Piagets theory of distinct maturational stages poses an interesting problem for teachers and educational authorities. Should a student be moved into a more advanced class or year because of their age, or should they move up a level when they reach a stage in their learning ability? From experience with the two different classes, its quite apparent that these boundaries are not as clear as Piaget was led to believe. If a school was to teach students based on their stage of cognitive development; how long could a student be held back for, before the age gap between their classmates was too much? Some students may after all never reach the Formal Operations stage. Vygotskys theory says that the childs higher mental processes are developed through the child working with other more knowledgeable persons than themselves.(Kozulin, 2003, p.19). He theorised that there was a Zone of Proximal Development (ZPD) that was the boundary between a childs Zone of Actual Performance and their potential level of understanding. The child can access their ZPD with the assistance of a more ‘competent (Kozulin, 2003, p.20) person guiding them.(Chaiklin, 2003, p.43) Vygotskys Social Constructivist theory moved away from the didactic approach of teaching, which often led to students developing their own misconceptions and not being able to apply their scientific knowledge ‘flexibly to new situations (Karpov, 2003, pp.67-73), to a more socially guided, active approach to learning, where students learnt from their teacher, peers and themselves. Kolbs four stage experiential learning cycle, is similar to both Vygotskys theory of a ZPD and Bruners theory of scaffolding the learning. Kolbs cycle builds on the learners concrete experience and goes through three distinct stages, reflective observation, abstract conceptualisation and active experimentation, before returning to the now new concrete experience,.(Burton 2001, p.246) Similarly Bruner theorised that students built on their past experiences and that by applying a spiral curriculum, they would able to return to subject areas and build on them when they were more capable of dealing with the more complex areas of the curriculum. He saw the teacher as a guide, leading the student through the learning process by scaffolding their learning with appropriate material and as the student progressed less scaffolding is required.(Burton, 2001, p.241) When applying these theories it is important to be aware that students are all at different stages of learning. Some students have a more advanced understanding, which puts them in a completely different ZPD, concrete experience or stage in their scaffolded learning, to students who have a lower level of understanding. With the KS3 class the students were all in the 5-7 range for target grades, therefore it was a lot easier to plan how they were going to progress in the lesson. A clear understanding of where they were in relation to their ZPD or their concrete knowledge was available and it was therefore a lot clearer, what was required to get them to a new Zone of Actual Performance or to the next stage in Kolbs cycle. They had all reached Piagets formal operation stage and were able to develop their knowledge independently. With the GCSE Applied Science class it wasnt as easy to apply the theories. The students target grades ranged from G-A., therefore ascertaining where their concrete knowledge lay or where they were in their Zone of Actual Performance was quite challenging. Such a large spread of stages meant it was often necessary to take a didactic approach to try and provide a basic foundation level of knowledge for the lower attaining students, so that they could access the lesson. In some cases students were never able to access the lesson due to their complete disaffection from the subject or school in general. Most of the class had not reached the formal operation stage and some struggled in the concrete operational stage at times. A good example being when one of the students struggled with the concept of limestone having nothing to do with the fruit. Finding the middle ground, where the higher attaining students wouldnt be bored waiting for the lower attaining students to get on task or understand what to do was extremely challenging, and at some points, felt completely pointless trying to apply social constructivist theory to the lesson planning with such a wide range of grades in the class was one of the key problems when trying to apply these theories to the lessons. It was however (in retrospect) interesting being able to see two different sides to how social constructivist theory is applied in the classroom. With the higher attaining, less disaffected KS3 students, it was a lot easier to see how the theories could be effectively applied to their lessons, how they benefitted from the teacher acting as a guide and their interest in the lesson meant that they were able to access it and move forward in their learning. It was always clear at which point in the learning process each students was at and what was required to move them onto the next level in the learning cycle. With the more disaffected, lower attaining students, in the GCSE Applied Science class it was so much harder to effectively apply these theories in the lesson. I tried on several occasions to teach lessons where I acted as the guide through their learning process; the students (in theory) would build on their experiential learning and move forward in their knowledge and understanding of the subject. In fact what happened was that the students panicked at the thought of not having the teacher dictating to them each step of the lesson and what they must do. The concrete experience for some was so limited that they were unable to apply it to the lesson and very quickly, if they were not given step by step instructions as to what to do next, they would be off task and cause other students to go off task as well. Therefore it seemed that the behaviourist theory, in particular Skinner, was being followed, as the positive reward was completing the step. Within the GCSE class there were several students who were classed as having Special Educational Needs (SEN), this ranged from Social Emotional Behavioural Difficulties (SEBD) to Dyslexia and Dyspraxia. Since the revised national curriculum was brought in to effect in September 2000, these students have had the right to a place in the classroom alongside students without any SEN.(Peacey, 2001) Students with SEN are to be included in the lessons and not treated as separate entities to the non-SEN students. Effectively inclusion was brought in to ensure that all students had access to exactly the same educational opportunities as other students. Too see inclusion in practice is very different to reading about it on paper though. Within the class the students suffering from Dyslexia and Dyspraxia, worked fairly diligently, and although at times they found it a struggle organising themselves for course work or in taking notes, they caused little disruption to the other students. They had the extra help required and were catered for in examinations and course work; they were effectively being included. The students who were listed as having SEBD on the other hand, would have appeared to an outsider to relish in the opportunity to be able to disrupt learning; they spent more time being removed from the class than learning itself. Yet if their backgrounds were to be looked into, it would be apparent that it was an achievement being in school that day and it was quite understandable that science was not their top priority, when they might not have even had breakfast that morning. Their inclusion in the lesson was negatively impacting on other students who were not on the SEN register and did not need to be specially included into the class to due to disruptive behaviour. This leads to the question ‘When should a student not be included in a classroom?, which at this point in my limited experience, I am unable to answer. In conclusion, behaviourism is still always going to be prominent in the modern school as a way of leading students towards becoming more disciplined and focused in their studies, via the rewards and sanctions policies on which they are based. When applying the cognitive learning theories, it is necessary to be aware that not all of the students are going to be starting at the same level, some may well be significantly below the level of other students and are only grouped together because of their age. Therefore the materials to be taught are not necessarily going to be accessible to all of the class all of the time unless they are developed to be inclusive for all the students, which is the current aim of the government (Peacey, 2001). The only viable option would be to group classes closely by attainment level as opposed to age, which is unlikely to happen. References ATHERTON, J.S., 2009, Learning and Teaching; Social Learning Theory (Bandura), [Online] (Updated Nov. 2009). Available: http://www.learning-theories.com/social-learning-theory-bandura.html [12/Dec/2009]. ATHERTON, J.S., 2009a, Learning and Teaching; Behaviourism, [Online] (Updated Nov. 2009). Available: http://www.learningandteaching.info/learning/behaviour.htm#operantconditioning [15/Dec/2009]. ATHERTON, J.S., 2009b, Learning and Teaching; Convergent and Divergent Learning [Online] (Updated Nov. 2009). Available: http://www.learningandteaching.info/learning/converge.htm [15/Dec/ 2009]. ATHERTON, J.S., 4 November 2009, 2009c-last update, Learning and Teaching; Learned Helplessness, [Online]. Available: http://www.learningandteaching.info/learning/learned_helplessness.htm [19/Dec/2009]. ATHERTON, J.S., 2009d, Learning and Teaching; Piagets Developmental Theory [Online, [Online] (Updated Nov. 2009). Available: http://www.learningandteaching.info/learning/piaget.htm#Keyideas [19/Dec/2009]. BURTON, D., 2001. Ways Pupils Learn. In: S. CAPEL, M. LEASK and T. TURNER, eds, Learning to Teach in the Secondary School. 3rd edn. London: RoutledgeFalmer, pp. 235-249 CHAIKLIN, S., 2003. The Zone of Proximal Development in Vygotskys Analysis of Learning and Instruction. Vygotskys Educational Theory in Cultural Context. 1st edn. Cambridge: Cambridge University Press, pp. 39-64 CHILD, D., 1997. Cognitive Formation and Cognitive Development. Psychology and the Teacher. 6th edn. London: Cassel, pp. 185-213 CHILD, D., 1997. Learning Theory and Practice. Psychology and the Teacher. 6th edn. London: Cassel, pp. 112-151 DYSON, A., FARRELL, P., POLAT, F., HUTCHESON, G. and GALLANNAUGH, F., 2004. Inclusion and Pupil Achievement. 578. Newcastle: University of Newcastle. FROST, J. and TURNER, T., 2005. Planning Practical Work. Learning to Teach Science in the Secondary School. 1st edn. Oxon: RoutledgeFalmer, p. 168 GIEST, H. and LOMPSCHER, J., 2003. Formation of Learning Activity and Theoretical Thinking in Science Teaching. Vygotskys Educational Theory in Cultural Context. 1st edn. Cambridge: Cambridge University Press, pp. 267-288 HUITT, W. and HUMMEL, J., 1997, 1997-last update, An Introduction to Operant (instrumental) Conditioning. [Online]. Available: http://chiron.valdosta.edu/whuitt/col/behsys/operant.html [15/Dec/2009]. KARPOV, V.Y., 2003. Vygotskys Doctrine of Scientific Concepts. Vygotskys Educational Theory in Cultural Context. 1st edn. Cambridge: Cambridge University Press, pp. 65-82 KOZULIN, A., 2003. Psychological Tools and Mediated Learning. Vygotskys Educational Theory in Cultural Context. 1st edn. Cambridge: Cambridge University Press, pp. 15.-38 LEACH, J. and SCOTT, P., 2002. Designing and Evaluating Science Teaching Sequences: An Approach Drawing Upon the Concept of Learning Demand and a Social Constructivist Perspective on Learning. Studies in Science Education, 38(1), pp.115-142 MCALLISTER, L.W., STACHOWIAK, J.G., BAER, D.M. and CONDERMAN, L., 1969. The Application of Operant Conditioning Techniques in a Secondary School Classroom. Journal of Applied Behaviour Analysis, 2(4), 277-285. MCQUILLAN, P.J., 1998. Educational Opportunity in an Urban American High School: A Cultural Analysis. 1st edn. Albany: State University of New York. PEACEY, N., 2001. An Introduction to Inclusion and Special Educational Needs. In: S. CAPEL, M. LEASK and T. TURNER, eds, Learning to Teach in the Secondary School. 3rd edn. London: RoutledgeFalmer, pp. 218-233 SOLOMON, J., 1994. The Rise and Fall of Constructivism. Studies in Science Education, 23(1), pp.1-19 ZEMBYLAS, M., 2005. Three Perspectives on Linking the Cognitive and the Emotional in Science Learning: Conceptual Change, Socio-Constructivism And Postructuralism. Studies in Science Education, 41(1), pp.91-115.

Theses Essay -- essays research papers

death of a salesman Biff the Hero? In Arthur Miller’s, dramatic play, Death of a Salesman the Loman family presents its self as being the perfect nuclear family as opposed to their dysfunctional nature. Even though Miller portrays Willy Loman as the main character of the story, his lack of praise worthy traits make it necessary for another to be the hero. This other character comes in the form of Willy’s son, Biff Loman, who may not succeed in regards to Willy’s dreams, but still deserves the honor of being called the hero of the play. Biff shows qualities describing a hero because he grows up with false ideals but later rejects them searching for his true identity. To analyze Biff Loman the most important aspect comes from his change in self-realization that represents his dynamic nature. This dynamic nature shows with his interaction in regards to other characters and with respects to underlying themes in the play. Even though many people have influenced Biff over his life, only h is family has left a significant impact on it. Their presence and importance in his life make it necessary to view the motivating aspects of his interaction with them, whether it is positive or negative. The first character that we must analyze comes in the form of the overbearing but idolized father, who sets the foundation for Biff’s beliefs and way of life. Many different aspects of this relationship can be portrayed in reference to Biff’s ultimate and final realization at the end of the play. In Biff’s youth, he accepts and adores everything that pertains to Willy because that is the nature of a small child. Even though we later realize the err in Willy’s ideology, his initial instincts to teach his son success held no faults. Willy’s hopes and goals were pure (Onger 154). On the other hand, Willy’s excessive need to promote vanity and unfulfilling popularity, sets the stage for Biff’s eventual letdown. Willy provides Biff with an ego because of the high praise given to Biff that makes him conceited. Such great praise prompts Biff’s pride of himself and his family, which leads Biff to feel contentment and fulfillment in his younger years before his dreams come to an end. But, his flaw comes in the form of hubris or arrogance that goes hand in hand with his father's belief in his own greatness. Biff so readily believes his father’s assumptions that he will not work at any ... ...With this in mind Biff forces himself to break the barriers of his fathers confining concepts and to evaluate his own life. Biff’s understanding of Willy’s inability to realize his [Willy’s] identity, proved vital to Biff’s own search for self identification. Willy further proved his inability to understand by finally committing suicide and thinking that it would bring happiness to Biff. Biff shows his dynamic nature in the rejection of false ideals and in the search for true identity. One last proof of his change shows up in a strong symbolic element of the play. When Biff stole footballs in his youth, he felt no shame or sorrow, but that does not hold true in the case of the fountain pen he stole from Oliver. "I took those balls years ago, now I walk in with his fountain pen? That clinches it, don’t you see? I can’t face him like that!" (Miller 88). By regret for his actions, Biff proves the maturity he gains, which no other c haracter can attest for. Because of such amazing development, "†¦Biff, having completed his search for self-identity in the face of the odds which had driven his father crazy, emerges as the true protagonist of this play" (Sharma 79).

Significant Effects of Music

The study entitled SIGNIFICANT EFFECTS OF MUSIC aims to determine the factors that causes the youth to get involved to music, the significant effects, whether would be positive or negative, that it brought to them, the comparative effects it take them to music while studying, between listening and reviewing. Specifically it sought to answer the following questions: I. What are the factors that influence and cause the youth to get involved into music? II. What are the significant effects of music? III. a. What are the desirable effects of getting involved into listening music? b. ) What are the undesirable effects of getting involved into listening music? IV. How does music affects their performance in school? The study made use of the descriptive method to determine the desirable and undesirable effects of music. The data were gathered through survey questionnaire given to some junior students. This respondent of the study were roughly 72 students selected using the Proportional Stra tified Random Sampling method. The students were chosen carefully so that the samples represent the population. The study made use of previous researcher, interview, music manuals, research books, related literature on the book from the library and other on formations through the internet. Data gathered were the basis of the research in drawing the conclusion. The researcher problem focuses on the significant effects of music on junior students. After gathering and summarizing data the researchers come up to the following results. That junior student perceived that the psychological/emotional factor obtaining a total evaluated score of 133 ranks as number one factor that drives them to listen to music. Second and third, mental and social respectively. Total evaluated score higher than zero (0) on statements on the desirable and undesirable effects of music presented on the survey questionnaire would mean that evaluated statements were accepted to be true. On the other hand total evaluated score less than zero (0) would indicate that there is no significant evidence to show that the evaluated statement manifest such effect. Junior students perceived DS3 as the most desirable effect of music. That is music makes them happy, relaxed, and energized. Junior students perceived US3 as the most undesirable effect of music. That is music makes them lose track of time enabling them to accomplish their work and household chores. Junior students perceived that music has something to do with regards to their performance in school. Majority agreed that music improves their learning ability while reviewing. (DS1). Music plays an important part of an individual. People listen and engage into music because of many reasons such (1) to fulfill own satisfaction (2) to enjoy (3) to express feelings (4) to relax (5) to produce sense of participation (6) to lighten burden/work easier etc. Based on the survey results, it is the psychological or emotional factor that drives the junior students most to listen to music which is in congruence and in relation to the most perceived desirable effect that is music makes them happy, relaxed and energized. Even so, there is still a great variability to the extent of engagement. Although findings show that music offers a wide selection of pleasant effects since all statements presented were shown and proven to be true, careful considerations must be given to the negative effects for result show that from among 5 presented statements on undesirable effects of music, 3 were evidently true. No matter how little or significant it is, take into account that there is always a risk. When it comes to their performance in school findings prove that majority of the junior students agreed that music enhances their learning ability when reviewing.

Memory and Morals in Mement Essay

Memento is the film I decided to do my final analysis essay because it is one of very few films that is told in reverse order. The main character Leonard Shelby kills the murderer of his wife in the film’s first scene and the film moves backward from that point. Memento is a film that allows us (the viewers) to see the film as neo-noir because of Leonard’s amnesia-like disability. The story is revealed backward so the viewers only know what Leonard knows, which means that it is extremely difficult for the viewers to know what is going to happen next/what happened before. The genre, non-diegetic, the goal-orientated plot, and many other things make the film Memento seem neo-noir in the scene where Leonard hits Natalie and Natalie goes back outside to wait for Leonard to forget so that she could walk back in as he forgot. This film falls into more than one genre, which is mystery and thriller. Mystery â€Å"centers on a person of authority, usually a detective that is tr ying to solve a mysterious crime. A mystery is one of Mementos genres because Leonard is trying to find who raped and murdered his wife. Leonard, with the inability to remember what happened after he got knocked out in the incident, developed a mysterious amnesia-disability that does not allow him to create new memories and heavily relies on notes to himself and important facts tattooed to his body. Due to Leonard’s rare disease, there are only a limited number of clues that are given in each scene. The scene that I chose was mysterious because Natalie grabs every pen and writing utensil for whatever mysterious reason and puts them in her purse/backpack. Soon after, they both get into an argument and Leonard punches Natalie in her face. Natalie leaves outside to wait for a few minutes as Leonard tries to find a writing utensil to write down what just happened. As he is doing so Natalie walks in and he completely forgot he punched her and asked her what happened to her face. Little do we know that these little mysterious actions can make a difference. This film also falls under the genre thriller. There is so much tension and clues to look forward to in this film that make it a thriller! With the story being told in reverse order, viewers are kept at the edge of their seat, constantly wanting to know what is going to happen next/what happened before event. This format helps build suspense and surprises viewers. It shocked me that Natalie took advantage of Leonard when she said that Dodd was the one that beat her up, when in reality it was Leonard that punched her for talking trash about his memory disorder and wife. There were so many non-diegetic elements in Memento that made it a neo-noir film. The main non-diegetic element that made the film seem neo-noir is him talking to himself during the movie, like in many detective movies. In the scene that I chose to analyze, Leonard is seen mentally talking to himself, telling himself to hurry and find a pen or he will forget the situation he was in with Natalie wanting him to â€Å"get rid of Dodd†. Hearing Leonard talking to himself in his mind does not exist in the real world which is why it is non-diegetic. Memento is a goal-oriented plot where Leonard wants to solve the mystery of who raped and killed his wife. Leonard’s goal can only be achieved with time and patience. As days go by, Leonard learns to stay updated with any new information by writing down information onto paper notes and tattooing facts about the mystery guy that killed his wife. He starts his days by picking up onto notes that he left for himself to solve. Day by day, moment by moment, Leonard makes progress towards his goal by solving new clues every day.

Quotes to Heal the Wounded Heart

Quotes to Heal the Wounded Heart It is ironic that the ones you love deeply are also the ones who you can hurt or who can hurt you the most. The truth is that when you are in love, be prepared to get hurt. When you love someone, you trust them and share your vulnerabilities and secrets. These can be turned against you when the relationship sours. How will you pick up the shreds, when your lover  breaks your heart? At such times, love hurts. The abrasions of love have inspired many a great writer. From Shakespeare to Jane Austen, many writers have at some time or the other dwelt upon the anguish called love. The following quotes bring out the heartache caused by love. Yes, love does hurt. But that does not mean that you should withdraw into a shell. Find the courage to fight for your dignity and survival. Bandage your broken spirit with these love hurts quotes. The best thing to do when you fall down is to dust yourself and get up once again. Shrug off that feeling of despondency, and chin up. As Mahatma Gandhi wisely said, Nobody can hurt you without your permission. Jane Austen One does not love a place the less for having suffered in it unless it has all been suffering, nothing but suffering. Carroll Bryant The shattering of a heart when being broken is the loudest quiet ever. Anonymous If love is so important to have that one doesnt want to lose it, why is it when we find true love we often dont notice it? Harry Crews There is something beautiful about all scars of whatever nature. A scar means the hurt is over; the wound is closed and healed, done with. Oscar Wilde When one is in love, one always begins by deceiving oneself, and one always ends by deceiving others. That is what the world calls a romance. Philip Larkin What will survive of us is love. Daphne Rae, Love Until It Hurts I have found the paradox, that if you love until it hurts, there can be no more hurt, only more love. Seneca We are more often frightened than hurt, and we suffer more from imagination than from reality. Diane Arbus Love involves a peculiar unfathomable combination of understanding and misunderstanding. E. Y. Harburg Oh, innocent victims of Cupid, Remember this terse little verse; To let a fool kiss you is stupid, To let a kiss fool you is worse. Joan Lunden Holding on to anger, resentment and hurt only gives you tense muscles, a headache, and a sore jaw from clenching your teeth. Forgiveness gives you back the laughter and the lightness in your life. Anonymous It takes only a minute to get a crush on someone, an hour to like someone, and a day to love someone, but it takes a lifetime to forget someone. Bill Clayton The folks you help wont remember it and the folks you hurt wont ever forget it. William Shakespeare Love is a smoke made with the fume of sighs. Victor M. Garcia Jr. Love is like the truth, sometimes it prevails, sometimes it hurts. William Somerset Maugham The love that lasts the longest is the love that is never returned. Spanish proverb Where there is love, there is pain. Oscar Wilde Those who are faithful know only the trivial side of love; it is the faithless who know loves tragedies. Sir James M. Barrie If you have it [love], you dont need to have anything else, and if you dont have it, it doesnt matter much what else you have. Toba Beta Love hurts when it changes us. Francois de La Rouchefoucauld There is only one kind of love, but there are a thousand imitations. William Shakespeare The courses of true love never did run smooth. George Granville Of all pains, the greatest pain, Is to love, and to love in vain. Anonymous Why is it that we dont always recognize the moment love begins, but we always recognize the moment it ends? Marie E. Eschenbach We dont believe in rheumatism and true love until after the first attack. Felice and Boudleaux Bryant Love hurts, Love scars, Love wounds and marks Any heart not tough or strong enough To take a lot of pain... Love is like a cloud, it holds a lot of rain... Love is like a flame, it burns you when its hot.