Effects of Music on Plant Growth

Effects of Music on Plant Growth Miguel Cintrà ³n Ryan Cabral Humberto Michel The objective of this experiment is to determine if the different types of music affect the growth of the Euphorbia Miliiplant. If we put three Euphorbia Milii under the same conditions, with three different types of music, then the three plants will grow exactly the same, because we speculate that music does not have any effect on plant growth. We predicted that the three plants will grow to be exactly the same. We might have different results from what we expected as: one plant will grow larger than the other 2, because of its type of music; one plant will grow smaller than the other 2, because of its type of music, etc. Depend of the results this experiment will have an importance, because people will be able to make grow larger or smaller their plants. This is a benefit when it comes to control the growth of your plant. Farmer Chris Beardshaw claims that booming Heavy Metal band Black Sabbath has thoroughly increased the disease resistance of the plants in his greenhouse, though making them shorter. This could mean that music could be used as a method to make crops grow more efficiently. Euphorbia Miliiis a species of flowering plant in the spurge family Euphorbiaciae, native to Madagascar. Theoretical Framework The scientist of (all science fair projecs.com) they put in there hypothesis that the classic music will help with the growth. Of the plants, at the end, the hypothesis holds true and they observed and conclude that music is able to speed up seed germination and enhance plant growth. Although there may not be an available scientific explanation as to why music is able to enhance plant growth, the results are there for us to take advantage of. Music can be used in plant nurseries to speed-up seed germination and help us grow healthier plants. The scientist of USCB SCIENCE LINE, they observed and conclude that music affects plant growth has been the subject of many, many science fair projects. It seems as though it is uncertain whether music really does have an effect. Sound is a wave traveling through air and it may be possible that changes in air pressure may affect plant growth but also they planted that was difficult to test this because there a lot of variables that need to be controlled i.e. soil composition, water, light, etc. The scientist Dr. Singh (1962) published that when you switch on your radio, the sound wave will create vibration that will then cause your eardrum to vibrate. This pressure energy will be converted to electrical energy for the brain to translate into what you understand it as musical sounds. Dr. Will Warner (2014) published that if the frequency of sound increased, then the growth of plants will increase. He conclude that his hypothesis was incorrect â€Å"the frequency of the sound was increased, and the classical music group grew the shortest†. A scientist that published his report (answers.com) said that plants are not intelligent. In fact, they dont have a central nervous system. Music can only affect you if you understand it, and plants cant understand anything and plants have no auditory organs. They cant hear any more than you could hear through your skin if you had no ears. A scientist of (kidslovekits.com) find out thatwe think that the classical music will help the plant growth and that the rock music will hinder its growth since studies have showed that classical music even concentrates the human brain and is good for you. After one week of experimenting, the following were the results. The one that was in the best condition was the plant that was in the room with classical music. The second best plant was the one in the room with no music and the one that didnt do so good was the one in the room with rock music. DorothyRetallack(1973) penned down her research. For her laboratory experiment in her studies for the degree in music she chose to study the effects of music in plants. After her researchRetallackdiscerned that the genre of music did not have anything to do with the response; it was the kind of instruments used and their resonance that probably made the difference. Her book says that loud frequencies of music played havoc with the health of the plants, resulting in a very slow and stunted growth; even death in some cases. Dr. Matthew DavidFleischacker(2012) hetested the biological effect music would have on plants. The link above shows what was done in the experiment, but basically what they found was a direct relationship between the sound vibrations and the growth of the plant. Joel Sternheimer(1991) studied and investigated the vibrational frequencies of amino acids. Ribosomes plays an important role in the creation of proteins from a variety of twenty amino acids depending on the need of the cell and its organisms. He also conclude When the frequencies are recognized, each of these notes can then be recorded into a sequence, or melody. Sternheiner successfully replicated the recorded melodies for the selected proteins. When these melodies were played, he noticed that it increased the manifestation of the corresponding protein and accelerated the growth of the plant. Sternheiner affirms that tomatoes grew two and a half times larger when his melodies were play. A South Korean scientist Mi-JeongJeong(2007) would play Beethovens Moonlight Sonata to rice plants and he conclude that due to exposure to music, the chemical changes that took place within the plant, could be studied and harnessed in order to throw better light and increase the blossoms of other crops, too. Dr. Don Robertson (1973) he saw thatthe plants showed no reaction at all to country and western music, similarly to those in silent chambers. However, the plants liked the jazz that she played them. He tried an experiment using rock in one chamber, and modern classical music of negative composers  Arnold Schà ¶nberg  and Anton Webern in another. These two scientists Creath and Schwartz (2004) have reported significant effects of music on the germination of seeds when compared to untreated control plants. Similarly, there also have been other reports on the enhancement of physiological conditions of the plants because of exposure to sound and music. It can be concluded that plants enjoy music and they have better effect when exposed to the appropriate style. Dr. Lee. Patrick (2009) he published Silence grew the best and healthiest followed by spoken word (Harry Potter). Classical music (Vivaldi concertos) ended up just under spoken word. Bringing up the rear was a very small and unhealthy plant that was listening to heavy metal and (harsh) world music (Mudvayne and Rammstein). He also concludes, â€Å"From my twenty days of information gathering, I have drawn the conclusion that all music/spoken word affect plant growth negatively. Some plants were affected more negatively than others were. Therefore, I can just repeat an old saying, Silence is golden.† Scientists of (omgfacts.com) published that, differentkinds caused different effects. Plants responded best to classical and Indian devotional music. In a controlled environment, plants exposed to these kinds of music had lush and abundant growth and good root development.They observedplants that listened to rock did poorly, showing signs that they were in the dying stage. Plants exposed solely to white noise died quickly. Scientists of (The handy science book.com) reported thatplants responded best to Indian classical and devotional music. In a controlled environment, plants exposed to these kinds of music had lush and abundant growth and good root development. Exposure to country music or silence brought about no abnormal growth reaction, while jazz produced growth that is more abundant. With rock music, plants did poorly. Their roots were scrawny and sparse and they seemed to be in a dying stage.Plants exposed solely to white noise died quickly. Scientists and researchers have long studied the effects of music on plant growth. Chronicling how music, from hard rock and boogie-woogie to the most refined classical pieces, may or may not stimulate plants to grow fascinates both the most-educated botanist and youngest science fair participant in elementary school. Whether or not classical music has any effect on urging or retarding plant growth is a hot topic. Also most scientist said thatwhile most mainstream scientists and botanists believe that no irrefutable evidence exists to prove whether classical or any other music stimulates plant growth, some researchers entertain the notion that sound waves may agitate the air around planets just enough to stimulate plant growth. In a question-and-answer section of the Science Centre Singapores Website, one researcher quoted a United Kingdom biologist who suggested that a fan running in place of a loudspeaker blaring music would probably generate the same agitating effect. Some researchers believe that the frequencies of music played to plants need to be kept at or near 5000 Hz in order for it to be beneficial to plant growth or, more important, larger fruit size and more vibrant and fragrant flowers. Also Russian researchers conducted experiments on onion plant roots that received consistent exposure to classical music. The music, composed by classical greats such as Mussorgsky, Chopin, Mozart, Wagner and Schubert, was chosen for its complex, rhythmic accents. The onion listened to the selected classical music six hours a day for 10 days. After 10 days, the onion roots were measured and examined at the cellular level. The scientists in charge of the experiment determined that the plants responded favorably to classical music by growing longer, roots that are more vigorous. Plants that listened to music with lyrics grew even longer roots. A students from the Marshall middle school published thatthe plant that had to listen to music did in fact grow much, more than the plant that did not have to listen to music. The plant that had to listen to music grow about 8cm and the plant that did not listen to music grow 5.5cm which is about 3.5cm less than the plant that had to listen to music and this experiment in fact support our hypothesis. These scientist (NuranEkici,FeruzanDane, LeylaMamedova,IsinMetinand MuradHuseyinov) reported thatstudy effects of strong, complex, rhythmic accent classical Music withsekundaandKvartaintervals. The frequently reprised and opus with rhythmic dynamically changing lyrics which Contain more EXTENSIVEKvintaoktavasepta intervals on mitotic index and root growth were Investigated in onion root tip During germination cells . For This aim, samples music from Wagner, Mozart, Mussorgsky Chopin, Tchaikovsky and Schubert Were Chosen. We found correlation between root elongation and Mitotic Index. Both kinds of music have positive effects on root growth and mitotic divisions in onion root tip cells but rhythmic dynamically changing lyrics affected much better. In This study, light microscopy techniques were used but ultra-structure of root tip cells will be studied with electron microscope in the following study. A scientist from Australia has reported thatevery plant has a mouth, in fact more than one mouth. These mouths are called stomata’s and over a year ago at the University of California in San Diego, United States, scientists discovered a single mechanism that controls plants stomata. There are two cells that make up the stomata and these two cells are connected to the resonant frequency of calcium, when the cells come in close contact with this frequency of calcium they close. However, what these scientists found was if the frequency were change slightly the plants stomata would open again after an hour even if the presence of calcium were still strong. This proved that exposures to high tones, music and bird songs stimulated the plant to vibrate and keep their stomata are open to increase the exchange of gases, therefore increasing growth because plants absorb fertilizer via their stomata. In addition, heincluded whatDorothyRetallackdo, that was held one of the first and most famous experiments performed on the effect of music on plants. Her experiment found that plants grew better under the influence of classical music compared to rock and roll and when jazz music was played some plants would lean towards the speaker and others would lean away. She found these findings whilst she studied her degree in music. She later went onto pen that it was not perhaps the type of music but the instruments played. She also stated that loud frequencies of music had negative effects on plants where the plant sometimes even died. A scientist ofmallstuffs.composted thatwhen the plants were beam with acid rock music, all the plants leaned away from the direction of music. When Mrs.Rattallackrotated the pots 180 degrees, all the plants leaned away in the opposite direction. Plants hate i.e. acid rock music. When the level of rock in the music was reduce, the movement of plants leaning also reduced. For EX : when Spanish tune , La Paloma was played , the leaning was only 10 degree from the vertical, very less than the 60 + degree of rock music . Plants fiddling with music beamed 15 degrees Leaned Towards the source of music. These experiments were done using continuously 25+ days for eighteen plants per chamber. All varieties of plants like squash, seed, flowers, leafy vegetables etc. Methods The materialswe used in this experimentare:ThreelabeledEuphorbiaMiliispecimens, a onehourWaltzplaylist, aonehourReggaetonplaylist,a one hourElectronicaplaylist,a journal fordocumenting, gardening tools,rulers (cm, inch,) to measure the plants, a camera, to take pictures of the experiments stages.To start we will take all threeEuphorbiaMiliispecimens (each already labeled according to their music type) and keep them in a controlled environment out in the sunlight. All plants will be given the same amount ofcare and water, and every day for one hour they will be each put to listen to their respective musicfor one hour, we already have playlists set up for this.Every change will be documented with rulersand cameras. Wewill write down all size and color changes as well as take pictures for demonstration, This process will take from the start of the experiment to approximately two or threeweeks before the Science Fair. References All Science Fair Projects http://www.all-science-fair-projects.com/print_project_1301_143?print=1 UCSB Science Line http://scienceline.ucsb.edu/getkey.php?key=1495 Hub Pages http://hubpages.com/hub/the-effect-of-music-on-plant-growth Google Documents https://docs.google.com/presentation/d/1mxwiSK_4LVr9X4apl7T5tqflmXo5fEg8UpKPGsvssEY/embed?hl=ensize=s#slide=id.p13 Answers.com http://www.answers.com/Q/What_are_the_effects_of_music_on_plants Kids Love Kits http://www.kidslovekits.com/projects/plantmusic/index.html Ehow http://www.ehow.com/how-does_4596442_does-music-affect-plant-growth.html Info.com http://topics.info.com/How-do-different-kinds-of-music-affect-plant-growth_2902 Buzzle.com http://www.buzzle.com/articles/does-music-affect-plant-growth.html The Independent http://www.independent.co.uk/arts-entertainment/music/news/want-bigger-blooms-blast-your-plants-with-black-sabbath-and-avoid-playing-cliff-richard-8579013.html SiOWfa12 http://www.personal.psu.edu/afr3/blogs/siowfa12/2012/10/music-can-help-your-plants-growseriously.html Dovesong.com http://www.dovesong.com/positive_music/plant_experiments.asp California State Science Fair 2005 https://www.usc.edu/CSSF/History/2005/Projects/J1631.pdf Omg Facts http://www.omgfacts.com/lists/15202/Music-affects-plant-growth-and-now-we-may-know-why-Not-all-music-has-the-same-effect-though?%2Fl%2F15202= Deerfield Patch http://patch.com/illinois/deerfield/bphow-do-different-kinds-of-music-affect-plant-growth#.VCYEM_l5MnM Wikipedia (2014) http://en.wikipedia.org/wiki/Euphorbia_milii Gardenguides.com http://www.gardenguides.com/116597-classical-music-its-effects-plants.html Plantingscience.com http://www.plantingscience.org/index.php?module=pagesetterfunc=viewpubtid=2pid=2829 Scialert.net http://scialert.net/fulltext/?doi=ajps.2007.369.373 Ecocitizen Australia http://www.ecocitizenaustralia.com.au/affect-of-music-on-plants/ Mallstuffs.com http://www.mallstuffs.com/Blogs/BlogDetails.aspx?BlogId=393BlogType=SpiritualTopic=How%20music%20effects%20plant%20growth

Job Shadowing Project

Job shadowing a great lawyer and family friend, Nancy Vanilla. I have nearly always wanted to be a lawyer, and in all honesty I was a little concerned that after watching a real court hearing, and seeing all the work that lawyers actually have to put into each and every case, I would no longer wish to become a lawyer. However my fears were removed entirely as soon as I walked into her downtown Fort Worth office; the day I had arranged to Job shadow Mrs..Vanilla, she had a court hearing in Denton, so immediately upon my arrival I as exposed to the last minute stress of getting the clients case in order. I was able to help Mrs.. Vanilla with getting her paper work in order, before going to the court house. This was the first time I had ever sat and watched a court hearing, and I was completely fascinated through the entirety of the hearing. I was able to watch two exceptional lawyers in action, and I could not have more impressed by either performance. At the end of my time with Mrs..V anilla I was able to sit with her and ask questions about her profession. During this time Is when I became completely and totally positive that this was the career I wanted to pursue. She was so passionate about what she did, and she explained to me the parts of the Job that most people don't really take Into consideration. I realized that I wanted to learn about and how to interpret the law, and use It to protect people as it was designed to do. I could not be more thankful for the opportunity given to me through this assignment, and through Mrs.. Vanilla's willingness to work with me.

Assess the Contribution of Marxism to Our Understanding of the Role of Education Essay

Using material from Item A and elsewhere assess the contribution of Marxism to our understanding of the role of education. As mentioned in Item A, Marxists take a critical view of the role of education. They see society as based on class divisions and capitalist exploitations. The capitalist society is a two class system as mentioned in Item A and it consists of a ruling class, the bourgeoisie and the working class, the proletariat. The bourgeoisie exploits the proletariat according to Marxists and they believe that the education system only serves the needs and interests of the ruling class, as mentioned in Item A.  Marxists also education as functioning to prevent revolution and maintain capitalism. According to Louis Althusser, the state consists of two elements or apparatuses, both which work to keep the bourgeoisie in power. Firstly, the repressive state apparatuses (RSAs), which maintain the rules of the bourgeoisie by force or the threat of it. The RSAs include the police, courts and army. When necessary they use physical force to repress the working class. Secondly, the ideological state apparatuses (ISAs), as mentioned in Item A, maintains the rule of the bourgeoisie by controlling people’s ideas and beliefs. The ISAs include religion, the mass media and the education system. In Althusser’s view, the education system is an important ISA and it performs two important functions. Firstly, it reproduces class inequality by transmitting it from generation to generation, by failing each successive generation of working class pupils in turn, as mentioned in Item A. secondly; it legitimates class inequality by producing ideologies that disguise its true cause. The function of ideology is to persuade workers to accept that inequality is inevitable and that they deserve their subordinate position in society. If they accept these ideas, they are less likely to challenge or threaten capitalism, as mentioned in Item A. Other Marxists such as Bowles and Gintis develop these ideas further. They argue that capitalism requires a workforce with the kind of attitudes, behaviour and personality type suited to their role as alternated and exploited workers willing to accept hard work, low pay and orders from above. In this view, the role of the education system in capitalist society is to reproduce an obedient workforce that will accept inequality as inevitable. From their own studies of 237 New York high school students and their findings of other studies, Bowles and Gintis concluded that schools reward precisely the kind of personality traits that make for a submissive, complaint worker. For instance, they found that students who showed independence and creativity tended to gain low grades, while those who showed characteristics linked to obedience and discipline such as punctuality, tended to gain high grades. From this evidence they concluded that schooling helps to produce the obedient workers that capitalism needs. They do not believe that education fosters personal development. Rather, it stunts and distorts students’ developments. Bowles and Gintis argue that schooling takes place in ‘the long shadow of work’ i. e. work influences education, resulting in close parallels between schooling and work in capitalist society. Relationships and structures found in education mirror or correspond to those of work, hence known as the correspondence principle. For example, in school in a capitalist society reflects work in a capitalist society by distinguishing between the authority and where people fit in the hierarchy; the hierarchy in the school is with the head teacher at the top and then teacher and students and similarly in a workplace there is the head of company followed by department managers and workers. The correspondence principle is seen to operate through the hidden curriculum, which refers to all the things that students learn at school without being formally taught those things. For example, punctuality, conformity and obedience are taught through the hidden curriculum. This is different from the formal curriculum, which refers to the knowledge and skills pupils are taught explicitly in lessons such as math and science. The hidden curriculum therefore consists of ideas, beliefs, norms and values which are often taken for granted and transmitted as part of the normal routines and procedures of school life. Bowles and Gintis argue that it is through the hidden curriculum that the education system prepares us for our future as workers in capitalist society. Bowles and Gintis also argue that in order to prevent rebellion from those disadvantaged by the inequalities of capitalism, it is necessary to produce ideologies that explain and justify inequality as fair, natural and inevitable. If people think inequality is justified then they are less likely to challenge the capitalist system. According to Bowles and Gintis, the education system plays a key role in producing such ideologies. They describe the education system as a giant ‘myth making machine’ and focus on how education promotes the ‘myth of meritocracy’. Meritocracy refers to a system where everyone has an equal opportunity to achieve, where rewards are based on ability and effort. This means that those who gain the highest rewards and status deserve it because they are the most able and hardworking. Bowles and Gintis argue that meritocracy does not actually exist. Evidence showed that the main factor determining whether or not someone has a high income is their family and class background, not their ability or educational achievement. By distinguishing this fact, the myth of meritocracy serves to justify the privileges of the higher classes, making it seem that they gained them through open and fair competition at school. This helps persuade the working class to accept inequality as legitimate, and makes it less likely that they will seek to overthrow capitalism. The education system also justifies poverty, through what Bowles and Gintis describe as the ‘poor-and-dumb’ theory of failure. It does so by blaming poverty on the individual rather than blaming capitalism. It therefore plays an important part in reconciling workers to their exploited position, making them less likely to rebel against the system. All Marxists agree that capitalism cannot function without a workforce that is willing to accept exploitation. Likewise, all Marxists see education as reproducing and legitimating class inequality. That is, it ensures that working class pupils are slotted into and learn to accept jobs that are poorly paid and alienating. However, whereas Bowles and Gintis see education as a fairly straightforward process of indoctrination into the myth of meritocracy, Paul Willis’ study shows that working class pupils can resist such attempts to indoctrinate them. As a Marxist, Willis is interested in the way schooling serves capitalism. However, he combines this with an interactionist approach that focuses on the meanings pupils give to their situation and how these enable them to resist indoctrination. Through his study, Willis found that the lads (12 working class boys), form a distinct counter-culture opposed to the school. They are scornful of the conformist boys who they call the ear’oles. The lads find school boring and meaningless and they flout its rules and values, for example by smoking and drinking, disrupting classes and playing truant. These acts are a way of resisting school. They reject a ‘con’ the school’s meritocratic ideology that working class pupils can achieve middle class jobs through hard work. Willis notes the similarity between this anti school counter-culture and the shop floor culture of male manual workers. Both cultures see manual work as superior and intellectual ork as inferior and effeminate and this explains why they see themselves as superior both to girls and effeminate ear’oles to aspire to non manual jobs. Their resistance explains why they end up in these very jobs themselves- inferior in terms of pay and conditions- that capitalism needs someone to perform. For example, having been accustomed to boredom and to finding ways of amusing themselves in school, they don’t expect satisfaction from work and are good at finding diversions to cope with the tedium of unskilled labour. Marxist approaches are useful in exposing the myth of meritocracy. They show the role that education plays as an ideological state apparatus, serving the interests of capitalism by reproducing and legitimating class inequality. However, postmodernists criticise Bowles and Gintis’ correspondence principle on the grounds that today’s post-Fordist economy requires schools to produce a very different kind of labour force from the one described by Marxists. Postmodernists argue that education now reproduces diversity, not inequality. Marxists disagree with one another as to how reproduction and legitimation take place. Bowles and Gintis take a deterministic view. That is, they assume that pupils have no free will and passively accept indoctrination. This approach fails to explain why pupils ever reject the school’s values. By contrast, Willis rejects the view that school simply ‘brainwashes’ pupils into passively accepting their fate. By combining Marxists and interactionist approaches he shows how pupils may resist the school and yet how this still leads them into working class jobs. However, critics argue that Willis’ account of the lads romanticizes them, portraying them as working class heroes despite their anti social behaviour and sexist attitudes. His small scale study of only 12 boys in one school is also unlikely to be representative of other pupils’ experience and it would e risky to generalize his findings. Critical modernists such as Raymond Morrow and Carlos Torres criticise Marxists for taking a class first approach that sees class as the key inequality and ignores other all other kinds. Instead, like postmodernists, Morrow and Torres argue that society is now more diverse. They see non-class inequalities, such as ethnicity, gender and sexuality, as equally important. They argue that sociologists must explain how education reproduces and legitimates all forms of inequality, not just class, and how the different forms of inequality are inter-related. Feminists make a similar point. For example, as Madeleine Macdonald argues, Bowles and Gintis ignore the fact that schools reproduce not only capitalism, but patriarchy too as females are largely absent from Willis’ study. However, Willis’ work has stimulated a great deal of research into how education reproduces and legitimates other inequalities.

John Maynard Keynes Contribution to the Theories of...

Macro Questions Part I Describe John Maynard Keynes contribution to the theories of Macroeconomics. Why was he such an important economist? Discuss the theories of two other 20th century economists who made a significant contribution to the study of economics. John Maynard Keynes is one of the founding fathers of the modern economic thought. So influential was John Maynard Keynes in the middle third of the twentieth century that an entire school of modern thought bears his name Keynesian Economics (Library of Economics and Liberty, N.d.). He was a British economist who lived from1883-1946 and who developed the theory that increasing government deficits stimulate a sluggish economy, was long the guiding light of liberal economists (Skidelsky, 2008). His work primarily discredited laissez-faire economics because he was able to show that the government did and could serve a role in helping to guide the economy of a country. 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