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Running Head: USE MUSIC TO IMPROVE YOUR LIFE 1 Use Music to Improve your Life FirstName LastName Communications 101, MiraCosta College USE MUSIC TO IMPROVE YOUR LIFE 2 Introduction I. The average American teenager will listen to 10,500 hours of music between the 7th and 12th grades, which is almost equivalent to the number of hours spent in the classroom from kindergarten through high school. (Brown, 2006, p. 51) II. Listening to music is integral to my life every day because it lifts me up when I’m sad, it helps me deal with stress, and it calms me when I’m upset or angry. III. Music impacts everyone’s lives every day either mentally, physically or behaviorally, whether they are aware of it or not, that is a fact. Let’s start with looking at how music affects us mentally. Body I. Music acts as a powerful mental force for people to create, change, shift and set different moods to suit their personal needs. A. Students can use music to enhance their learning experience and be better prepared. 1. When you start to study you should start with 10 minutes of good, energetic dancing to pop music to get your body oxygenized. 2. After that, when you sit to study, listen to slow, baroque music such as Bach, with fewer than 60 beats per minute, for better focus. (Gard, 1997) a. The best music for study has no words; words distract you by encouraging your brain to sort them out and make sense of them. b. A recent study at the University of California Irvine indicates that listening to the music of Mozart can raise a person’s IQ. (Gard, 1997) USE MUSIC TO IMPROVE YOUR LIFE 3 B. Research shows that listening to music is helpful in improving person’s mental health and well-being. 1. Studies have found that in adolescents, music can help relieve tension, alleviate feelings of loneliness, manage their moods, and relieve boredom. (North, 2011, p. 108) 2. Listening to music can trigger certain memories of a person, place, or event that cause nostalgic and sentimental feelings, reminding people of happy times. (North, 2011, p. 122) Music’s mental effects on our mood and memories are common knowledge to most of us, because we experience it every day, but music can have an effect on a person physically, and that’s what I’d like to explore further now. II. Music was prescribed in the treatment of illness by ancient Egyptians and Greeks as far back as the Renaissance and Baroque periods, and today, music continues to be used to improve physical wellness. A. Hospitals are finding music therapy can be an effective addition to patient care for critically ill patients. 1. Studies have been done in neo-natal units showing that in premature infants, music decreases heart rate, salivary cortisol and distress behaviors and increases oxygen saturation and weight gain. (Kemper, 2004, p. 50) a. Harp music is especially effective in reducing stress b. Pl ...
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1) The document discusses how music affects the brain through influencing behavior, being therapeutic, and helping the mind process information more efficiently.
2) Studies have shown that music can help patients heal from disease or stroke, and that it stimulates more parts of the brain than any other human function.
3) The human brain processes music through both hemispheres working together, and music has been shown to reduce stress, aid relaxation, and help store and recall information.
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Due to the lack of proper time management and works that B.Ed students face it is necessary to reduce their stress and increase the concentration among them which will help them to be more productive, music plays a major role in stress release.
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1. Listening to music activates different regions of the brain involved in hearing, movement, attention, language, emotion, and memory. It engages multiple parts of the brain helping them work together.
2. Functional MRI shows that familiar music lights up various areas of the brain including the temporal lobe, cerebellum, amygdala, and hippocampus.
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Music has many positive effects on our emotional state, brain function, and development. It can evoke powerful emotions, regulate mood, and enhance memory. In children, music stimulates creativity, concentration, language development, and motor skills. It also benefits mood, stress reduction, memory, and sleep quality in adults when listened to before bed. Studies show music activates reward centers in the brain and can be used in therapies for pain, sleep disorders, and memory issues like Alzheimer's. Music also has a social impact through its ability to trigger strong memories of adolescence.
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Music therapy is an effective form of therapy that uses music to improve mental, physical, and emotional well-being. It has been used for over 60 years in medical settings to help patients reduce stress, anxiety, and pain. Music therapy also benefits those with autism, dementia, and other conditions by improving communication, social interaction, and decreasing problem behaviors. Studies show music lowers stress hormones and reduces the need for pain medication in surgery patients. Music therapists design customized music sessions to meet individual client needs and treat a wide range of issues.
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1) The document discusses how music affects the brain through influencing behavior, being therapeutic, and helping the mind process information more efficiently.
2) Studies have shown that music can help patients heal from disease or stroke, and that it stimulates more parts of the brain than any other human function.
3) The human brain processes music through both hemispheres working together, and music has been shown to reduce stress, aid relaxation, and help store and recall information.
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Due to the lack of proper time management and works that B.Ed students face it is necessary to reduce their stress and increase the concentration among them which will help them to be more productive, music plays a major role in stress release.
Script (1)
Music is ubiquitous in our lives and can impact us both physically and emotionally. Studies have shown that listening to relaxing music can reduce pain for those with fibromyalgia and increase functional mobility. Neuroscientists have discovered that music activates the brain's reward center and can make us feel good by heightening positive emotions. While some research has linked certain genres of rap music to increased aggression and crime, other studies note that factors like poverty, racism, and lack of opportunities also contribute to rising crime rates. The effects of music are complex and depend highly on the individual.
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This document is an undergraduate thesis about how music can positively influence people throughout different stages of life. It discusses preliminary research showing some benefits of prenatal music exposure, such as infants recognizing music they heard in the womb. Music is presented as an important developmental tool for infants that can aid language, cognitive, and social skills. The document then discusses how musical tastes develop from childhood to young adulthood based on both nature and nurture. Finally, it explores how music brings comfort and reduces anxiety for elderly nursing home patients. The goal of the thesis is to analyze the role of music at different life stages and argue it should be more widely utilized in developmental and rehabilitation contexts.
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Music therapy is a skillful use of music by a certified music therapist to promote mental, physical, emotional and spiritual health. It can be used in hospitals to help reduce stress and anxiety in patients. Music therapy involves using musical elements like rhythm, melody and harmony to achieve non-musical treatment goals. It requires a bachelor's degree and clinical training to become a certified music therapist. Research shows music therapy can help with conditions like autism by increasing social interaction and engagement.
influences of music in mental health.pptx
Music has numerous positive impacts on mental and physical health according to the document. It can improve mood, make exercise more enjoyable, and lower stress levels by reducing heart rate, blood pressure, and stress hormones. Music may also help with aging by improving memory and reducing loneliness. It can reduce pain levels both for acute issues like recovery from surgery and chronic pain. Music therapy in particular pairs music with therapeutic goals to address needs.
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1. The document discusses how music is processed from a very early age, even in the womb. Studies show fetuses can distinguish different sounds and types of music, and may learn and develop preferences.
2. Research on prenatal music stimulation provides evidence that it can positively influence fetal development and newborn behaviors. Babies exposed to music in the womb tend to be more advanced in motor skills, language, and cognition.
3. While prenatal music exposure may provide benefits, experts caution that overstimulation should be avoided. Creating a low-stress environment with mild, relaxing music is generally recommended.
Music Therapy Outline
Music therapy is a skillful use of music by a certified music therapist to promote mental, physical, emotional, and spiritual health. It uses the creative, emotional, and structural elements of music. Music therapy can be used in hospitals to help reduce stress and anxiety in patients. It works by changing mood and having stimulant or sedative effects that impact physiological processes like heart rate and breathing. Music therapy should only be provided by a certified music therapist who has a degree in music therapy and clinical training.
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2. Before music was played, the average sleep onset latency was 40.38 minutes. After playing lullaby music for 45 minutes each night for 7 days, the average latency decreased to 19.85 minutes.
3. The results showed that music had a significant effect in reducing sleep onset latency and inducing sleep in the children. Therefore, the study concluded that music therapy can be an effective independent nursing intervention to help children in shelters fall asleep.
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Music therapy has been shown to have benefits for numerous medical conditions. Studies have found that singing lessons improved pulmonary function and quality of life for COPD patients. Music therapy reduced anxiety and improved self-esteem and feelings of well-being for patients. Vibration therapy also led to reduced Parkinson's symptoms like rigidity and improved walking. Music may relieve pain and increase responsiveness to antidepressants by elevating pain thresholds. It can also reduce stress, anxiety, blood pressure and improve immune system function. The effects are likely strongest when the music matches a person's personal preferences.
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Music can positively impact physical and mental health in several ways. It works on the brain and body by influencing neurotransmitters, brain waves, and hormones. Different genres like Indian classical music and its ragas can control brain waves and lead to favorable changes. Music therapy is a clinical practice that uses music to accomplish goals and address issues like stress, pain, communication, and rehabilitation. It works by assessing clients and designing music sessions to meet their needs. Overall, listening to and playing music can lower stress, aid recovery, boost mood, help sleep, reduce eating, and benefit heart health.
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This document discusses the effects of playing background music in the classroom. The author argues that background music can improve the learning environment by helping to increase memory, accelerate learning, improve reading skills, decrease stress and tension, cover up distractions, and improve test scores. However, one study found that music can interfere with short-term memory performance. The author then provides rebuttals to this counterargument, finding that certain types of background music like slow baroque music can actually speed up learning and increase memory retention. The document also discusses how music can help students concentrate by covering up classroom distractions, and how it can reduce stress levels to make students more productive.
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Music has been shown to enhance learning and have relaxing effects. Studies have found that music with at least 60 beats per minute activates both sides of the brain, aiding brain development in infants and children. Students who play a musical instrument are also more likely to succeed academically due to increased brain activity. Different music genres can help relax the body by slowing the heart rate and breathing rate, but may also increase blood pressure and heart rate depending on the music's energy. Listening to music more often could help reduce needs for anti-stress treatments.
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Background music has been found to benefit both students and teachers in classroom settings. It increases student productivity, helps teachers manage behavior, and relieves stress for both parties. Music influences brain waves and the autonomic nervous system, impacting functions like heart rate and memory. Several studies found that background music in classrooms can speed learning by 24%, increase memory retention by 26%, and improve test scores. However, one study found music may interfere with short-term memory, and reading comprehension can be impaired by music with lyrics. Overall, most research indicates that background music creates a more effective learning environment by reducing stress, covering distractions, and enhancing memory and learning.
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The document discusses how music can be integrated into the classroom to enhance learning. It describes three main ways music can be used: to help students learn information through techniques like active learning experiences, focus and alpha state learning, and memorization; to help students express themselves through creativity and reflection or personal expression through music; and to create different learning environments like those used in accelerated learning techniques. The document provides examples of classroom techniques for each use of music and discusses educational theories and learning models that incorporate music.
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Lively nontechnical discussion of how the gift of music can have positive effects on health and disease. Music as a part of the health care culture is discussed from the prehistoric era to present day
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Music therapy is a clinical health profession that uses music interventions within a therapeutic relationship to address physical, emotional, cognitive, and social needs. Music therapists assess clients' strengths and needs to design music sessions that utilize techniques like improvisation, songwriting, and music performance. Research shows music therapy can aid rehabilitation, stress management, pain relief, and self-expression. It has helped those with mental health issues, disabilities, Alzheimer's, and more. Studies find music can alter brainwaves and physiology to induce relaxation and health benefits.
Music as medicine 110118
Music has been used medicinally for thousands of years across many ancient cultures. The Chinese character for medicine is derived from the character for music. Neurological music therapy is the therapeutic application of music to treat cognitive, sensory, and motor dysfunctions caused by nervous system diseases and injuries. It utilizes techniques grounded in neuroscience research to target non-musical goals. Studies show music can reduce pain, boost learning and memory, benefit brain injury recovery, and improve symptoms of conditions like Alzheimer's, autism, schizophrenia, and depression by influencing brain chemistry and structure.
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Music has the power to teach us in many ways beyond just entertainment. It can develop skills like fine motor coordination and creative thinking, while also improving academic performance and self-esteem. Studies show music reduces stress and enhances cognitive abilities by affecting our brains and releasing feel-good hormones. Understanding how rhythm and pitch physically and emotionally impact us reveals why music is such a valuable educational tool.
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Essay about Music As Therapy
Music As Therapy
There was never a question in my mind that music possesses a strong element to help people. It has always been a stress reliever in my life. There is research that supports the belief that music is an instrumental part or impact on a wider realm of physical and mental disorders or disabilities. Music is known to set the mood or atmosphere for all types of situations. There is extensive research completed on this subject.
Just take a look around. When you look at a movie it is filled with just the right music at the right time to convey the way the writer/ director wants you to feel. Call any major corporation for customer service assistance and you will here hold music to make you feel less tense and patient. This...show more content...Music therapy can also help individuals on their journey of self growth and understanding. (Music Therapy FAQ) A method called, the Bonny Method of Guided Imagery and Music. The technique is better known as GIM. It was developed by a music therapist named Dr. Helen Bonny. When used as a therapeutic tool, GIM can lead to a deep uncovering of hidden emotional response and stimulate creative insights. (Music Therapy FAQ) The 20th century discipline began after World War I and WWII when community musicians of all types, both amateur and professional, went to Veteran hospitals around the country to play for the thousands of the patients. Notable physical and emotional responses to music led the doctors and nurses to request the hiring of musicians by the hospitals. It was soon evident that the hospital musicians needed some prior training before entering the facility and so the demand grew for a college curricu
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Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)Assignment Statistic.docx
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
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Script (1)
Music is ubiquitous in our lives and can impact us both physically and emotionally. Studies have shown that listening to relaxing music can reduce pain for those with fibromyalgia and increase functional mobility. Neuroscientists have discovered that music activates the brain's reward center and can make us feel good by heightening positive emotions. While some research has linked certain genres of rap music to increased aggression and crime, other studies note that factors like poverty, racism, and lack of opportunities also contribute to rising crime rates. The effects of music are complex and depend highly on the individual.
Thesis_Hayden Wise
This document is an undergraduate thesis about how music can positively influence people throughout different stages of life. It discusses preliminary research showing some benefits of prenatal music exposure, such as infants recognizing music they heard in the womb. Music is presented as an important developmental tool for infants that can aid language, cognitive, and social skills. The document then discusses how musical tastes develop from childhood to young adulthood based on both nature and nurture. Finally, it explores how music brings comfort and reduces anxiety for elderly nursing home patients. The goal of the thesis is to analyze the role of music at different life stages and argue it should be more widely utilized in developmental and rehabilitation contexts.
Music Therapy Outline
Music therapy is a skillful use of music by a certified music therapist to promote mental, physical, emotional and spiritual health. It can be used in hospitals to help reduce stress and anxiety in patients. Music therapy involves using musical elements like rhythm, melody and harmony to achieve non-musical treatment goals. It requires a bachelor's degree and clinical training to become a certified music therapist. Research shows music therapy can help with conditions like autism by increasing social interaction and engagement.
influences of music in mental health.pptx
Music has numerous positive impacts on mental and physical health according to the document. It can improve mood, make exercise more enjoyable, and lower stress levels by reducing heart rate, blood pressure, and stress hormones. Music may also help with aging by improving memory and reducing loneliness. It can reduce pain levels both for acute issues like recovery from surgery and chronic pain. Music therapy in particular pairs music with therapeutic goals to address needs.
Music and development
1. The document discusses how music is processed from a very early age, even in the womb. Studies show fetuses can distinguish different sounds and types of music, and may learn and develop preferences.
2. Research on prenatal music stimulation provides evidence that it can positively influence fetal development and newborn behaviors. Babies exposed to music in the womb tend to be more advanced in motor skills, language, and cognition.
3. While prenatal music exposure may provide benefits, experts caution that overstimulation should be avoided. Creating a low-stress environment with mild, relaxing music is generally recommended.
Music Therapy Outline
Music therapy is a skillful use of music by a certified music therapist to promote mental, physical, emotional, and spiritual health. It uses the creative, emotional, and structural elements of music. Music therapy can be used in hospitals to help reduce stress and anxiety in patients. It works by changing mood and having stimulant or sedative effects that impact physiological processes like heart rate and breathing. Music therapy should only be provided by a certified music therapist who has a degree in music therapy and clinical training.
Effect of music in inducing sleep among children in need of special care in a...
1. The study examined the effect of music on sleep onset latency in children aged 1-6 living in a child shelter institution. 16 children participated in the pre-test/post-test study.
2. Before music was played, the average sleep onset latency was 40.38 minutes. After playing lullaby music for 45 minutes each night for 7 days, the average latency decreased to 19.85 minutes.
3. The results showed that music had a significant effect in reducing sleep onset latency and inducing sleep in the children. Therefore, the study concluded that music therapy can be an effective independent nursing intervention to help children in shelters fall asleep.
Musicoterapia slide show
Music therapy has been shown to have benefits for numerous medical conditions. Studies have found that singing lessons improved pulmonary function and quality of life for COPD patients. Music therapy reduced anxiety and improved self-esteem and feelings of well-being for patients. Vibration therapy also led to reduced Parkinson's symptoms like rigidity and improved walking. Music may relieve pain and increase responsiveness to antidepressants by elevating pain thresholds. It can also reduce stress, anxiety, blood pressure and improve immune system function. The effects are likely strongest when the music matches a person's personal preferences.
Music and health
Music can positively impact physical and mental health in several ways. It works on the brain and body by influencing neurotransmitters, brain waves, and hormones. Different genres like Indian classical music and its ragas can control brain waves and lead to favorable changes. Music therapy is a clinical practice that uses music to accomplish goals and address issues like stress, pain, communication, and rehabilitation. It works by assessing clients and designing music sessions to meet their needs. Overall, listening to and playing music can lower stress, aid recovery, boost mood, help sleep, reduce eating, and benefit heart health.
Music&movementbraindevelopment
The document discusses how various parts of the brain work together to understand and appreciate music, and that while no single area is dedicated to music, regions involved in vision, movement, and other functions all contribute. It also reviews research showing benefits of music for infant development, cognitive abilities, health outcomes like recovery from stroke, and brain development from musical training.
Background Music In the Classroom
This document discusses the effects of playing background music in the classroom. The author argues that background music can improve the learning environment by helping to increase memory, accelerate learning, improve reading skills, decrease stress and tension, cover up distractions, and improve test scores. However, one study found that music can interfere with short-term memory performance. The author then provides rebuttals to this counterargument, finding that certain types of background music like slow baroque music can actually speed up learning and increase memory retention. The document also discusses how music can help students concentrate by covering up classroom distractions, and how it can reduce stress levels to make students more productive.
0856380 Music's Affects on the Brain
Music has been shown to enhance learning and have relaxing effects. Studies have found that music with at least 60 beats per minute activates both sides of the brain, aiding brain development in infants and children. Students who play a musical instrument are also more likely to succeed academically due to increased brain activity. Different music genres can help relax the body by slowing the heart rate and breathing rate, but may also increase blood pressure and heart rate depending on the music's energy. Listening to music more often could help reduce needs for anti-stress treatments.
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Background music has been found to benefit both students and teachers in classroom settings. It increases student productivity, helps teachers manage behavior, and relieves stress for both parties. Music influences brain waves and the autonomic nervous system, impacting functions like heart rate and memory. Several studies found that background music in classrooms can speed learning by 24%, increase memory retention by 26%, and improve test scores. However, one study found music may interfere with short-term memory, and reading comprehension can be impaired by music with lyrics. Overall, most research indicates that background music creates a more effective learning environment by reducing stress, covering distractions, and enhancing memory and learning.
music and learning
The document discusses how music can be integrated into the classroom to enhance learning. It describes three main ways music can be used: to help students learn information through techniques like active learning experiences, focus and alpha state learning, and memorization; to help students express themselves through creativity and reflection or personal expression through music; and to create different learning environments like those used in accelerated learning techniques. The document provides examples of classroom techniques for each use of music and discusses educational theories and learning models that incorporate music.
Music as Medicine
Lively nontechnical discussion of how the gift of music can have positive effects on health and disease. Music as a part of the health care culture is discussed from the prehistoric era to present day
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Music therapy is a clinical health profession that uses music interventions within a therapeutic relationship to address physical, emotional, cognitive, and social needs. Music therapists assess clients' strengths and needs to design music sessions that utilize techniques like improvisation, songwriting, and music performance. Research shows music therapy can aid rehabilitation, stress management, pain relief, and self-expression. It has helped those with mental health issues, disabilities, Alzheimer's, and more. Studies find music can alter brainwaves and physiology to induce relaxation and health benefits.
Music as medicine 110118
Music has been used medicinally for thousands of years across many ancient cultures. The Chinese character for medicine is derived from the character for music. Neurological music therapy is the therapeutic application of music to treat cognitive, sensory, and motor dysfunctions caused by nervous system diseases and injuries. It utilizes techniques grounded in neuroscience research to target non-musical goals. Studies show music can reduce pain, boost learning and memory, benefit brain injury recovery, and improve symptoms of conditions like Alzheimer's, autism, schizophrenia, and depression by influencing brain chemistry and structure.
How Does Music Teach Us.pdf
Music has the power to teach us in many ways beyond just entertainment. It can develop skills like fine motor coordination and creative thinking, while also improving academic performance and self-esteem. Studies show music reduces stress and enhances cognitive abilities by affecting our brains and releasing feel-good hormones. Understanding how rhythm and pitch physically and emotionally impact us reveals why music is such a valuable educational tool.
Essay About Music As Therapy
Paper Writing Service - HelpWriting.net 👈
✅ Quality
You get an original and high-quality paper based on extensive research. The completed work will be correctly formatted, referenced and tailored to your level of study.
✅ Confidentiality
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Essay about Music As Therapy
Music As Therapy
There was never a question in my mind that music possesses a strong element to help people. It has always been a stress reliever in my life. There is research that supports the belief that music is an instrumental part or impact on a wider realm of physical and mental disorders or disabilities. Music is known to set the mood or atmosphere for all types of situations. There is extensive research completed on this subject.
Just take a look around. When you look at a movie it is filled with just the right music at the right time to convey the way the writer/ director wants you to feel. Call any major corporation for customer service assistance and you will here hold music to make you feel less tense and patient. This...show more content...Music therapy can also help individuals on their journey of self growth and understanding. (Music Therapy FAQ) A method called, the Bonny Method of Guided Imagery and Music. The technique is better known as GIM. It was developed by a music therapist named Dr. Helen Bonny. When used as a therapeutic tool, GIM can lead to a deep uncovering of hidden emotional response and stimulate creative insights. (Music Therapy FAQ) The 20th century discipline began after World War I and WWII when community musicians of all types, both amateur and professional, went to Veteran hospitals around the country to play for the thousands of the patients. Notable physical and emotional responses to music led the doctors and nurses to request the hiring of musicians by the hospitals. It was soon evident that the hospital musicians needed some prior training before entering the facility and so the demand grew for a college curricu
Similar to Running Head USE MUSIC TO IMPROVE YOUR LIFE 1 .docx (20)
Effect of music in inducing sleep among children in need of special care in a...
Effect of music in inducing sleep among children in need of special care in a...
Neuroscience of Music- How Music Affects the Brain.pdf
Neuroscience of Music- How Music Affects the Brain.pdf
More from toltonkendal
Elementary CurriculaBoth articles highlight the fact that middle.docx
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)Assignment Statistic.docx
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docx
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docx
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docx
The percentage of children in Flint, Michigan with elevated blood lead levels increased after the city changed its water source in 2014. Before the change, 2.4% of Flint children under 5 had elevated blood lead levels, but after the change this increased to 4.9%, a statistically significant increase. The neighborhoods with the highest water lead levels experienced the largest increases, with elevated blood lead levels rising from 4.0% to 10.6%. Spatial analysis identified disadvantaged neighborhoods as having the greatest increases in elevated blood lead levels, informing the public health response.
Elev ent h EDIT IONREAL ESTATE PRINCIPLESCHARLES F. .docx
Elev ent h EDIT ION
REAL ESTATE
PRINCIPLES
CHARLES F. FLOYD and MARCUS T. ALLEN
00RePrinciples_BOOK.indb 1 11/25/2014 8:03:22 AM
This publication is designed to provide accurate and authoritative information
in regard to the subject matter covered. It is sold with the understanding that the
publisher is not engaged in rendering legal, accounting, or other professional
advice. If legal advice or other expert assistance is required, the services of a
competent professional should be sought.
President: Dr. Andrew Temte
Chief Learning Officer: Dr. Tim Smaby
Executive Director, Real Estate Education: Melissa Kleeman-Moy
Development Editor: Julia Marti
REAL ESTATE PRINCIPLES ELEVENTH EDITION
©2014 Kaplan, Inc.
Published by DF Institute, Inc., d/b/a Dearborn Real Estate Education
332 Front St. S., Suite 501
La Crosse, WI 54601
All rights reserved. The text of this publication, or any part thereof, may not be
reproduced in any manner whatsoever without written permission from the
publisher.
Printed in the United States of America
ISBN: 978-1-4754-2173-6 / 1-4754-2173-7
PPN: 1515-0111
00RePrinciples_BOOK.indb 2 11/25/2014 8:03:22 AM
DEDICATION
This book is dedicated to
R. W. Barber
a man of the land
and
C. O. Floyd
a man of business.
—Charles F. Floyd
This book is dedicated to
Rhonda, Melanie, and Issabella.
—Marcus T. Allen
00RePrinciples_BOOK.indb 3 11/25/2014 8:03:23 AM
00RePrinciples_BOOK.indb 4 11/25/2014 8:03:23 AM
v
c o n t e n t s
p r e f a c e x i i i
r e a l e s tat e t o d ay f e at u r e s x v i i
c h a p t e r 1
Why Study Real Estate? xx
Chapter Preview 1
The Role of Real Estate Studies in Business Education 2
Personal and Business-Related Real Estate Decisions 2
Organization of This Book 3
Special Characteristics of Real Estate 4
The Economic Importance of Real Estate 9
The Real Estate Industry: Career Opportunities 10
Chapter Review 13
Key Terms 14
p a r t o n e
Real Estate Legal Analysis 15
c h a p t e r 2
Property Rights and Legal Descriptions 16
Chapter Preview 17
Real versus Personal Property 18
Fixtures 18
Mineral and Air Rights 20
Water Rights 20
Estates in Land 23
Concurrent Estates 29
00RePrinciples_BOOK.indb 5 11/25/2014 8:03:23 AM
vi Contents
Condominium Ownership 31
Cooperative Ownership 32
Time-Shares 32
Legal Descriptions 32
Chapter Review 43
Key Terms 45
Study Exercises 46
Further Reading 47
c h a p t e r 3
Private Restrictions on Ownership 48
Chapter Preview 49
Covenants, Conditions, and Restrictions 50
Liens 54
Easements 58
A Relatively New Type of Easement 64
Profit a Prendre 64
Encroachments 64
Adverse Possession 66
Chapter Review 67
Key Terms 68
Study Exercises 68
c h a p t e r 4
Public Restrictions on Ownership 70
Chapter Preview 71
The Property Tax 72
Power of Eminent Domain 74
Police Power 75
The Comprehensive General Plan 76
Zoning 76
Chapter Review 94
Key Terms 96
Study Exercises 9.
Elements of the Communication ProcessIn Chapter One, we learne.docx
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docx
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docx
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docx
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docx
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docx
This document provides resources for students to develop their critical thinking skills. It includes readings on common misconceptions of critical thinking, combating fake news, and teaching critical thinking. Videos define critical thinking and discuss recognizing fake news. Students are prompted to explain elements of critical thinking, analyze examples demonstrating strong and weak critical thinking, and reflect on applying their education to their career and community.
Elements of DesignDuring the process of envisioning and design.docx
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docx
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
Elements for analyzing mise en sceneIdentify the components of.docx
Elements for analyzing mise en scene
Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film
1. Dominant: Where is the eye attracted first? Why?
2. Lighting key: High key? Low key? High contrast? Some combination of these?
3. Shot and camera proxemics: What type of shot? How far away is the camera from the action?
4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)?
5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism?
6. Lens/filter/stock: How do these distort or comment on the
photographed materials?
7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant?
8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?
9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance?
11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments?
12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground?
13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why?
14. Staging positions: Which way do the characters look vis-à-vis the camera?
15. Character proxemics: How much space is between the
characters?
What are the 4 distinct formal elements that make up a film's mise en scene?
• staging of the action
• physical setting and decor
• the manner in which these materials are framed
• the manner in which they are photographed
.
Elements in the same row have the same number of () levelsWhi.docx
Elements in the same row have the same number of (*) levels
Which elements in B O U L A N would be in the same family? Which would have the same number of energy levels? Highest mass? Lowest mass?
Which is more reactive? Uranium or Lithium
Will elements B and U lose electrons in a chemical reactor?
Will elements B and U form positive or negative ions?
Thanks so much (:
.
ELEG 421 Control Systems Transient and Steady State .docx
ELEG 421
Control Systems
Transient and Steady State
Response Analyses
Dr. Ashraf A. Zaher
American University of Kuwait
College of Arts and Science
Department of Electrical and Computer Engineering
Layout
2
Objectives
This chapter introduces the analysis of the time response of different
control systems under different scenarios. Only first and second order
systems will be considered in details using analytical and numerical
methods. Extension to higher order systems will be developed. Both
transient and steady state responses will be evaluated. Stability analysis
will be analyzed for different kinds of feedback, while investigating the
effect of both proportional and derivative control actions on the
performance of the closed-loop system. Finally systems types and
steady state errors will be calculated for unity feedback.
Outcomes
By the end of this chapter, students will be able to:
evaluate both transient/steady state responses for control systems,
analyze the stability of closed-loop LTI systems,
investigate the effect of P and I control actions on performance, and
understand dominant dynamics of higher order systems.
Dr. Ashraf Zaher
Introduction
3
Test signals
Transient response
Steady state response
Analytical techniques, and
Numerical (simulation) techniques.
Stability (definition and analysis methods),
Relative stability, and
Effect of P/I control actions on stability and performance.
Summary of the used systems:
First order systems,
Second order systems, and
Higher order systems.
Dr. Ashraf Zaher
Test Signals
4 Dr. Ashraf Zaher
Impulse function:
Used to simulate shock inputs,
Laplace transform: 1.
Step function:
Used to simulate sudden disturbances,
Laplace transform: 1/s.
Ramp function:
Used to simulate gradually changing inputs,
Laplace transform: 1/s2.
Sinusoidal function(s):
Used to test response to a certain frequency,
Laplace transform: s/(s2+ω2) for cos(ωt) and ω/(s2+ω2) for sin(ωt).
White noise function:
Used to simulate random noise,
It is a stochastic signal that is easier to deal with in the time domain.
Total response:
C(s) = R(s)*TF(s) = Ctr(s) + Css(s) → c(t) = ctr(t) + css(t)
Fundamentals
5 Dr. Ashraf Zaher
Definitions:
Zeros (Z) of the TF
Poles (P) of the TF
Transient Response (Natural)
Steady State Response (Forced)
Total Response
Limits:
Initial values
Final values
Systems (?Zs):
First order (one P)
Second order (two Ps)
Higher order!
More:
Stability and relative stability
Steady state errors (unity feedback)
First Order Systems
6 Dr. Ashraf Zaher
TF:
T: time constant
Unit Step Response:
1
1
)(
)(
+
=
TssR
sC
)/1(
11
1
1
1
11
)(
TssTs
T
sTss
sC
+
−=
+
−=
+
=
Ttetc /1)( −−=
632.01)( 1 =−== −eTtc
T
e
Tdt
tdc Tt
t
11)( /
0
== −
=
01)0( 0 =−== etc
11)( =−=∞= −∞etc
First Order Systems.
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docx
Element 010 ASSIGNMENT: 3000 WORDS (100%)
Task: Individual assignment (3000 words)
Weighting: 100%
Assessment Case Study:
Greenland Garden Centre
[1]
Jon Smith spread his arms widely as he surveyed his garden centre.
‘Of course the whole market for leisure products and services, especially garden-related products, has been expanding over the last few years. Even so, we have been particularly successful. Partly this is because we are conveniently located, but it is also because we have developed a reputation for excellent service. Customers like coming to us for advice. We have also been successful in attracting some of the ‘personality gardeners’ from television to make special appearances. My main ambition now is to fully develop all of our twelve hectares to make the centre a place people will want to visit in its own right. I envisage the centre developing into almost a mini gardening theme park with special gardens, beautiful grounds and special events.’
Greenland is a large village situated in the Cotswolds, a popular tourist area of the UK. It has an interesting range of shops and restaurants, mainly catering for the tourist trade. About half a mile outside the village is the Greenland Garden Centre. The garden centre is served by a good network of main roads but is inaccessible by public transport.
Growth over the last five years has been dramatic and the garden centre now sells many other goods as well as gardening requisites. It also has a restaurant. It is open seven days a week, only closing on Christmas Day. Its opening hours are Monday– Saturday 9 a.m. to 6 p.m. and Sunday 10 a.m. to 5 p.m. all year round.
Outside the centre
The centre has a large car park which can accommodate about 350 cars. Outside the entrance a map indicates the various areas in the garden centre. Most customers walk round the grounds before making their purchases. The length of time people spend in the centre varies but, according to a recent study, averages 53 minutes during the week and 73 minutes at weekends.
The same study shows the extent to which the number of customers arriving at the garden centre varies depending on the time of year, day of the week, and time of day. There are two peaks in customer numbers, one during the late spring/early summer period and another in the build up to Christmas, as Greenland puts on particularly good Christmas displays.
Indoor sales area
The range of goods has increased dramatically over the past few years and now includes items such as:
pets and aquatics
seeds
fertilisers
indoor pots and plants
gardening equipment
garden lighting
conservatory-style furniture
outdoor clothing
picture gallery
books and toys
delicatessen
wine
kitchen equipment
soft furnishing
outdoor eating equipment
gifts, stationery, cards, aromatherapy products
freshly cut flowers
dried flowers.
Outside sales area
In the open air and in large glasshouses there is a complete range of plants, shrubs and trees. Gre.
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docx
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
1
LAB 4: CONVOLUTION
Background & Concepts
Convolution is denoted by:
𝑦[𝑛] = 𝑥[𝑛] ∗ ℎ[𝑛]
Your book has described the "flip and shift" method for performing convolution. First, we
set up two signals 𝑥[𝑘] and ℎ[𝑘]:
Flip one of the signals, say ℎ[𝑘], to form ℎ[−𝑘]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
2
Shift ℎ[−𝑘] by n to form ℎ[𝑛 − 𝑘]. For each value of 𝑛, form 𝑦[𝑛] by multiplying and
summing all the element of the product of𝑥[𝑘]ℎ[𝑛 − 𝑘], −∞ < 𝑘 < ∞. The figure
below shows an example of the calculation of𝑦[1]. The top panel shows𝑥[𝑘]. The
middle panel showsℎ[1 − 𝑘]. The lower panel shows𝑥[𝑘]𝑦[1 − 𝑘]. Note that this is a
sequence on a 𝑘 axis. The sum of the lower sequence over all k gives 𝑦[1] = 2.
We repeat this shifting, multiplication and summing for all values of 𝑛 to get the
complete sequence 𝑦[𝑛]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
3
The conv Command
conv(x,h) performs a 1-D convolution of vectors 𝑥 and ℎ. The resulting vector 𝑦
has length length(𝑦) = length(𝑥) + length(ℎ) − 1. Imagine vector 𝑥 as being
stationary and the flipped version of ℎ is slid from left to right. Note that conv(x,h) =
conv(h,x). An example of the convolution of two signals and plotting the result is
below:
>> x = [0.5 0.5 0.5]; %define input signal x[n]
>> h = [3.0 2.0 1.0]; %unit-pulse response h[n]
>> y = conv(x,h); %compute output y[n] via convolution
>> n = 0:(length(y)-1); %for plotting y[n]
>> stem(n,y) % plot y[n]
>> grid;
>> xlabel('n');
>> ylabel('y[n]');
>> title('Output of System via Convolution');
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
4
Deconvolution
The command [q,r] = deconv(v,u), deconvolves vector u out of vector v, using long
division. The quotient is returned in vector q and the remainder in vector r such that
v = conv(u,q)+r. If u and v are vectors of polynomial coefficients, convolving them is
equivalent to multiplying the two polynomials, and deconvolution is polynomial
division. The result of dividing v by u is quotient q and remainder r. An examples is
below:
If
>> u = [1 2 3 4];
>> v = [10 20 30];
The convolution is:
>> c = conv(u,v)
c =
10 40 100 160 170 120
Use deconvolution to recover v.
>> [q,r] = deconv(c,u)
q =
10 20 30
r =
0 0 0 0 0 0
This gives a quotient equal to v and a zero remainder.
Structures
Structures in Matlab are just like structures in C. They are basically containers that
allow one
Electronic Media PresentationChoose two of the following.docx
Electronic Media Presentation
Choose
two of the following types of electronic media:
Radio
Sound recording
Motion pictures
Broadcast television
Research
the history of the media types your team selected. Include the following information in your presentation:
Introduction
Notable founders and parent organizations of your electronic media types
Notable historical dates
Dates of mergers with other radio stations, record production companies, motion picture companies, or television networks to form a large media conglomerate
Date the media types launched their websites, became active on the Internet, or became active in social media integration
Identify past, present, and future challenges confronting these types of media. How has the digital era affected them? Which types are best suited to adapt to the future? Explain why
How do these challenges affect advertising in these organizations--outside companies advertising--and advertising for these media--companies promoting themselves to others? What are innovative advertising strategies these media have engaged in?
What are two similarities and two differences between the two media types?
Conclusion
Present your Electronic Media Presentation.
These are 10- to 12-slideMicrosoft
®
PowerPoint
®
presentations with notes.
.
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Running Head USE MUSIC TO IMPROVE YOUR LIFE 1 .docx
- 1. Running Head: USE MUSIC TO IMPROVE YOUR LIFE 1 Use Music to Improve your Life FirstName LastName Communications 101, MiraCosta College USE MUSIC TO IMPROVE YOUR LIFE 2 Introduction I. The average American teenager will listen to 10,500 hours of music between the 7th
- 2. and 12th grades, which is almost equivalent to the number of hours spent in the classroom from kindergarten through high school. (Brown, 2006, p. 51) II. Listening to music is integral to my life every day because it lifts me up when I’m sad, it helps me deal with stress, and it calms me when I’m upset or angry. III. Music impacts everyone’s lives every day either mentally, physically or behaviorally, whether they are aware of it or not, that is a fact. Let’s start with looking at how music affects us mentally. Body I. Music acts as a powerful mental force for people to create, change, shift and set different moods to suit their personal needs. A. Students can use music to enhance their learning experience and be better prepared. 1. When you start to study you should start with 10 minutes of good, energetic dancing to pop music to get your body oxygenized.
- 3. 2. After that, when you sit to study, listen to slow, baroque music such as Bach, with fewer than 60 beats per minute, for better focus. (Gard, 1997) a. The best music for study has no words; words distract you by encouraging your brain to sort them out and make sense of them. b. A recent study at the University of California Irvine indicates that listening to the music of Mozart can raise a person’s IQ. (Gard, 1997) USE MUSIC TO IMPROVE YOUR LIFE 3 B. Research shows that listening to music is helpful in improving person’s mental health and well-being. 1. Studies have found that in adolescents, music can help relieve tension, alleviate feelings of loneliness, manage their moods, and relieve boredom. (North, 2011, p. 108)
- 4. 2. Listening to music can trigger certain memories of a person, place, or event that cause nostalgic and sentimental feelings, reminding people of happy times. (North, 2011, p. 122) Music’s mental effects on our mood and memories are common knowledge to most of us, because we experience it every day, but music can have an effect on a person physically, and that’s what I’d like to explore further now. II. Music was prescribed in the treatment of illness by ancient Egyptians and Greeks as far back as the Renaissance and Baroque periods, and today, music continues to be used to improve physical wellness. A. Hospitals are finding music therapy can be an effective addition to patient care for critically ill patients. 1. Studies have been done in neo-natal units showing that in premature infants, music decreases heart rate, salivary cortisol and distress behaviors and increases oxygen saturation and weight gain. (Kemper,
- 5. 2004, p. 50) a. Harp music is especially effective in reducing stress b. Playing music also decreased crying and improved infants sleep and cognitive development. (Kemper, 2004, p. 53) USE MUSIC TO IMPROVE YOUR LIFE 4 2. Research has shown that music can provide an effective method of reducing stress levels in patients in the Intensive Care Unit that are receiving mechanical ventilation, or breathing through the use of a tube and machine. a. Having to be on a ventilator to breathe is one of the most stressful experiences an ICU patient can have, and by listening to a single 30- minute session of music, patients appeared to show a decrease in heart
- 6. rate, blood pressure and an increase in comfortable resting behaviors. (On Kei Angela Lee, 2005, p. 609) b. The best type of music suitable for this music intervention tends to have no accented beats, no percussion, a slow tempo and a smooth melody. (On Kei Angela Lee, 2005, p. 611) B. Music is also an effective motivator in increasing physical activity. 1. Researchers did a study of fourth and fifth grade students during a physical education endurance test and found that the scores increased for both males and females when administered with music. (Prusak, 2015, p. 238) a. The study found that fast-tempo music was preferred, and when students picked fast-tempo music, their workload intensity also increased.
- 7. USE MUSIC TO IMPROVE YOUR LIFE 5 b. The study indicated that when a teacher is planning a lesson they should not only consider including music, but choosing music with a fast tempo. 2. Everyone has gone to a gym and seen 99% of the people working out have headphones on, proving that music can motivate you to move, and this result is people work out harder when they are listening to their music. So we know that music motivates our mind, it helps our physical well-being, and it also does one more thing I’d like to explore, and that is how music can influence our behavior. III. According to a Spin article, the average American listens to four hours and five minutes of audio each day, so it’s only natural to assume that what we listen to is
- 8. having an impact on our behavior. A. In a study of adolescents today, their attitudes about school, material success, appreciation of themselves and others, seems to be shaped to a large extent by the music the listen to. (Brown, 2006, p. 49) 1. Today music is almost always with young people on their phones, ipods and ipads and it has become a time-filler, a distraction, an anti- boredom device. 2. Music is both a motivator and a stress-reducer for most people. B. Music can also guide people’s behavior through catchy advertising tunes motivating people to buy things. 1. Music helps people deal with grief by hearing music that helps them remember their loved ones USE MUSIC TO IMPROVE YOUR LIFE 6
- 9. 2. Music is also used as background music in malls and stores to encourage more shopping, like at Christmas time. In conclusion, music is a part of everyday life, whether you’re aware of it or not, and its effects are a positive influence on our lives. Conclusion I. Music can change our moods A. It lift us up when we’re feeling down, motivate us to try harder and push ourselves both mentally and physically, and to guide our behavior and mold the people we become. B. In addition to this, listening to music has been proven to be an effective treatment of illnesses, especially in premature infants and patients in Intensive Care Units. II. Clincher: As I mentioned, a recent study at UC Irvine indicated that listening to the music of Mozart can raise a person’s IQ by speaking directly to the parts of the brain that enhance learning, and as students, I suggest we all download some Mozart on our
- 10. phones and Ipods before finals! USE MUSIC TO IMPROVE YOUR LIFE 7 References Brown, V. (2006). Guiding the Influence of Hip-Hop Music on Middle School Students 'Feelings, Thinking, Behavior. The Negro Educational Review, 49-68. Gard, C. (1997). Music N' Moods. Current Health 2, 24. Kemper, K. J. (2004). Attitudes and Expectations About Music Therapy for Premature Infants Among Staff in NeoNatal Intesive Care Unit. Alternative Therapies in Health & Medicine, 50-53. North, A. J. (2011). Why do we listen to music? A uses and gratifications analysis. British Journal of Psychology, 108-123.
- 11. On Kei Angela Lee, L. C. (2005). Music and its effect on the physiological responses and anxiety levels of patients receiving mechanical ventilation. Journal of Clinical Nursing, 609-620. Prusak, D. B. (2015). Effects of Music on Physical Activity Rates of Elementary Physical Education Students. Physical Educator, 236-244.