How to Start an Outstanding Essay Introduction and Conclusion

How to Start an Outstanding Essay

The Effects of Gunpowder on Warfare Essays - 1516 Words

The discovery of gunpowder changed war from being fought with medieval weaponry and battle tactics to more modern day weapons and tactics because the gunpowder powered weapons are more deadly. Weapons that use gunpowder to launch projectiles have a greater range than melee weapons and are more powerful than bow and arrows. Also, cannons are more powerful and have a greater range and accuracy than catapults and they also can be reloaded faster than catapults. Gunpowder weapons changed war because they are stronger, more accurate, have a greater range and are able to be reloaded faster than medieval weaponry. Gunpowder was invented long before the Europeans were introduced to it. Gunpowder was invented by the Chinese in the ninth century .†¦show more content†¦The long range infantry weapon of the 1700’s was the musket. The musket is stronger than the bow and arrow. The kinetic energy and momentum of an 18mm musket ball shooting from a Brown Bess musket are 1460 joules and 9.36 kg*m/s. The kinetic energy and momentum of an arrow being shot from a bow are 16.5 joules and 1.15 kg*m/s. The musket ball clearly has a much stronger momentum and kinetic energy than the arrow, which means it has more stopping power. Firearms of the 1700’s also have much greater maximum range than bows and arrows. If a Brown Bess was fired at a forty five degree angle in a frictionless environment, the musket ball would travel 9783 meters. If a bow fired it’s arrow at forty-five degrees in a frictionless environment, it would travel only one hundred and nineteen meters. The musket has more than eighty-two times the maximum range of the bow and arrow. Some might say that bows and arrows are stronger than muskets, but that is not entirely true. Most people refer to muskets and rifles of the eighteen and nineteenth century only as smooth-bore barrel muskets. Muskets barrels later became rifled in the nineteenth century and are much more accurate than their smooth-bore relatives. Not only are muskets more lethal than bows and arrows, but cannons and artillery are more lethal than medieval catapults. Not only are gunpowder powered infantry weapons more deadly than medieval infantry weapons, but gunpowder powered artillery is more lethal thanShow MoreRelatedThe Invention Of The World War II1367 Words   |  6 Pagesin warfare driven by advancements in technology. For instance, the invention of gunpowder eventually led to the creation of many new weapons which called for changes in the way battles were fought. Nuclear weapons ended World War II and caused major tension during the Cold War. The invention of the Internet gave way to a completely new branch of warfare, cyber warfare. The Effects of Gunpowder in Weapons The development of gunpowder in weapons was the first step to modern warfare. Gunpowder wasRead MoreThe Age of Gunpowder Empires, 1450–1800 Essay941 Words   |  4 PagesWe will be exploring the gunpowder weapons and how the use of these weapons changed the balance of power in warfare, transforming global history by leading to a period of dominance by Western European powers. I will be comparing European, Russian, Islamic, Chinese, and Japanese uses of gunpowder weapons and explore how these powers fit guns into their political, military, and cultural systems. One of the recurring things in history is the nature of nations and empires. Civilizations are born, reachRead MoreGunpowder Revolutionized Medieval Europe And The End Of The Medieval Style Of Warfare1594 Words   |  7 PagesThe introduction of gunpowder revolutionized medieval Europe and hastened the decline of the knight and the end of the medieval style of warfare. Prior to this, all medieval weapons depended on the strength of the user to operate; from the largest most complex torsion and gravity driven siege machines to a poor farmer’s dirk, all weapons used human strength. While siege weapons would be dependent on leverage and a ratcheting mechanism to draw a rope to prime a ballista or ready a mangonel, otherRead MoreEssay on Warfare during the Renaissance1190 Words   |  5 Pages Warfare During the Renaissance Warfare did not get invented during the Renaissance, but there were some significant innovations. Feudal cavalry lost its strength of the battlefield, infantry gained in stature, states learned how to field large armies for long periods of time. Most important of all, however, was the use of gunpowder. The chief result of these innovations was that warfare once and for all was taken out of the hands of private individuals (the nobility) and was taken over by theRead MoreThe History of Gunpowder Essay1370 Words   |  6 PagesThe History of Gunpowder It could easily be argued that one of the most important inventions or discoveries in history has been gunpowder. And there are many things that can be argued about gunpowder itself. Such as where was it originated, when was it originated, and how did it spread across the world. These are three questions I will be looking at in this paper. However the purpose of this paper is to prove that gunpowder gave rise to the powerful western world while it inevitably leftRead MoreGunpowder Revolution In The Revolution1069 Words   |  5 PagesGunpowder radically changed the world, and as such, deserves an exhibit at the Canadian Science and Technology Museum. It made such a change in the world through giving Europeans power, accomplished by facilitating the renaissance and allowing them to conquer much of the world. Gunpowder was able to evolve and change along with these powerful European states. What began as an invention in China Lorge, 818-820 became a horrific weapon in the hands of the Europeans. This evolution was a by-productRead MoreEssay on The Evolution of the Art of War between 1400 and 16002217 Words   |  9 Pageswestern church. At the same time a more obscure, though equally important revolution was taking place, one whose effects were no less significant. The invasion of Italy by Charles the VII of France in 1494 is considered the beginning of the age of gunpowder warfare, as it was among the first large-scale use of mobile cannons against fortifications. The effect of gunpowder on warfare cannot be understated; its introduction fundamentally altered the ways that wars were fought, no longer were fortificationsRead MoreImpact Of The Barbarians On Ancient Civilizations1576 Words   |  7 PagesEuropeans to gain access to new technologies, innovations, or new weapons from the Vikings since the Vikings traveled so much. These new technologies, innovations, and weapons would make the Europeans more efficient whether it was hunting, farming, or warfare. It is stated in the same article that the Vikings created the foundations of modern England after they conquered it. The Vikings also conquered Southern Italy and Sicily and the Vikings also founded Normandy. The Vikings also founded Iceland andRead MoreThe Mongols And The Mongol Empire1 410 Words   |  6 Pagesto the Black Death, the last of the Mongol khanates, the Golden Horde, eventually fell to the Russians in 1502. The Mongol Empire was one of the most influential civilizations in history because of its size, location, and sophisticated tactics in warfare. In addition to the aforementioned reasons, the Mongol Empire was also influential in history because it hastened the change from the post-classical era to the modern era, and because of the way it united Europe and Asia. Temujin was born in 1162Read MoreChanges of Weaponry and Warfare during the Middle Ages Essay example2284 Words   |  10 Pagesof Weaponry and Warfare during the Middle Ages During the Middle Ages, or also known as the Medieval Ages, change was a major part of that period. Europe was watching war become much different. In the older times, a few thousands of troops were considered a large army. Nowadays, nobody has ever seen such size of an army with such variety in weapons including guns, munitions, and artillery that were all developed during that period. Besides, it was obvious that the face of warfare was changing by

Imagry In The Fall Of The House Of Usher Essay Example For Students

Imagry In The Fall Of The House Of Usher Essay Imagery in The Fall of the House of Usher The description of the landscape in any story is important as it creates a vivid imagery of the scene and helps to develop the mood. Edgar Allan Poe is a master at using imagery to improve the effects of his stories. He tends to use the landscapes to symbolize some important aspect of the story. Also, he makes use of the landscape to produce a supernatural effect and to induce horror. In particular, Poe makes great use of these tools in The Fall of the House of Usher. This story depends on the portrayal of the house itself to create a certain atmosphere and to relate to the Usher family. In The Fall of the House of Usher, Edgar Allan Poe uses the landscape to develop an atmosphere of horror and to create corollary to the Usher family. Poe uses the life-like characteristics of the house as a device for giving the house a supernatural presence. The house is described as having somewhat supernatural characteristics. The windows appear to be vacant and eye-like (1462). The strange nature of the house is further explained as around the mansion, †¦there hung an atmosphere peculiar to themselves and their immediate vicinity. (1462). This demonstrates that the house and its surroundings have an unusual and bizarre existence. Upon entering the house, the narrator views some objects, such as the tapestries on the walls and the trophies, fill him with a sense of superstition. He describes the trophies as phantasmagoric (1462). He further explains that the house and the contents were the cause of his feelings. He describes his superstition one night, I endeavored to believe that much, if not all of what I felt, was due to the phantasmagoric influence of the gloomy furniture of the room†¦ (1468). Hence, Poe makes use of the house to create a supernatural effect. Likewise, Poe describes the house to create a terrifying effect. The Fall of the House of Usher is a horror story. In order to develop a mood to get the reader frightened, Poe must portray the setting of the story. The house is described initially by the narrator, who sees the image of the house as a skull or death’s head looming out of the dead. He is not sure what to think and comments of the properties of the old house: What was it, I paused to think, what was it that so unnerved me in the contemplation of the house of Usher? (1461 1462). The house is further described to take on expressions and feelings. Poe writes that the house took on a sorrowful impression and referred to it as the melancholy House of Usher (1462). Poe further describes the surroundings: †¦an atmosphere which had no affinity with the air of heaven, but which had reeked up from the decayed trees, and the gray wall, and the silent tarn a pestilent and mystic vapor, dull, sluggish, faintly discernible, and leaden-hued. (1463). These portrayals of the house and its surroundings are used to build an effect for the story. This fantastic imagery sets the mood of the twisted events and serves as a backbone to the story and the characters. Besides mood setting, Poe uses the house to strongly relate to the nature of the characters. The narrator states that Roderick’s fears may be linked directly to the house. He is enchained by certain superstitious impressions in regard to the dwelling which he tenanted, and from which, for many years, he had never ventured forth. (1465). He believes that Roderick’s illness may be caused by the conditions of the house itself. Roderick is found as †¦an anomalous species of terror†¦a bounden slave, or he is described as a prisoner in his own home. .uf7e4aec80eeec6ec73e1ab1adca244db , .uf7e4aec80eeec6ec73e1ab1adca244db .postImageUrl , .uf7e4aec80eeec6ec73e1ab1adca244db .centered-text-area { min-height: 80px; position: relative; } .uf7e4aec80eeec6ec73e1ab1adca244db , .uf7e4aec80eeec6ec73e1ab1adca244db:hover , .uf7e4aec80eeec6ec73e1ab1adca244db:visited , .uf7e4aec80eeec6ec73e1ab1adca244db:active { border:0!important; } .uf7e4aec80eeec6ec73e1ab1adca244db .clearfix:after { content: ""; display: table; clear: both; } .uf7e4aec80eeec6ec73e1ab1adca244db { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf7e4aec80eeec6ec73e1ab1adca244db:active , .uf7e4aec80eeec6ec73e1ab1adca244db:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf7e4aec80eeec6ec73e1ab1adca244db .centered-text-area { width: 100%; position: relative ; } .uf7e4aec80eeec6ec73e1ab1adca244db .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf7e4aec80eeec6ec73e1ab1adca244db .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf7e4aec80eeec6ec73e1ab1adca244db .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf7e4aec80eeec6ec73e1ab1adca244db:hover .ctaButton { background-color: #34495E!important; } .uf7e4aec80eeec6ec73e1ab1adca244db .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf7e4aec80eeec6ec73e1ab1adca244db .uf7e4aec80eeec6ec73e1ab1adca244db-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf7e4aec80eeec6ec73e1ab1adca244db:after { content: ""; display: block; clear: both; } READ: The Daval Snuff Project Essay As a result, Roderick does not leave because the influence of the house was too strong. There was †¦an influence which some peculiarities in the mere form and substance of his family mansion had, †¦he said, obtained over his spirit an effect which the physique of the gray wall and turrets†¦brought about upon the morale of his existence. (1465). Because of this fear, Roderick is retrained from leaving and does not make the attempt to defeat this enduring power that holds him captive. The house causes the fears that control Roderick Usher’s mind. Madeline Usher is effected also since she has a severe mental disorder and is in a catatonic state. Clearly the house plays a role to greatly influence the characters. Moreover, the house parallels the Usher family. The two are analogous to one another with the patterns of each being the same. The landscape and the minds of Roderick and Madeline reflect each other. The house is in deterioration as is the mental states of Roderick and Madeline. The melancholy House of Usher has a sorrowful impression while the Usher family was down to the last of the ancient race of their family (1461 1462). Both are crumbling from within, awaiting collapse. Furthermore, the disappearance of one implies the disappearance of the other. Everything eventually declines together, creating a unity of effect. Roderick collapsed to the floor, a victim to the terrors he had anticipated (1474). As the narrator ran from the house, he saw the mighty walls rushing asunder and the fragments of the ‘HOUSE OF USHER’ (1474). Poe uses the house of Usher as a parallel to the family in that they slowly deteriorate and eventually fall together. In addition, Poe applies the poem The Haunted Palace to make a connection between the house and its inhabitants. The poem can be described as a resemblance to the story itself. In the poem, Poe states that the house was once a fair and stately palace. This depicts the history of the house of Usher. Over time, the house deteriorated along with the emotions of the people occupying it: But evil things, in robes of sorrow, Assailed the monarch’s high estate; (Ah, let us mourn, for never morrow Shall dawn upon him, desolate!) And, round bout his home, the glory That blushed and bloomed Is but a dim-remembered story Of the old time entombed. Apparently, the house has been overcome by evil and the happiness the once lived is now just a memory. The current state of the house is a dim and depressing one, as described in the poem: A hideous throng rush out forever, / And laugh but smile no more. Thus, Poe makes use of this story within a story to create a further description how the house and family relate to each other (1467 1468). The technique Poe uses to develop a landscape is similar to the methods of Washington Irving. In The Legend of Sleepy Hollow and Rip Van Winkle, Irving uses the landscape to help enhance the story. Irving describes the atmosphere in Rip Van Winkle to help portray the lives of Americans compared to the British. The entire environment, such as the woods and mountains, was used. Irving also uses the same means in The Legend of Sleepy Hollow. This story is similar to The Fall of the House of Usher since it depicts the atmosphere to create an eerie feeling. The landscape is set to heighten the idea of a headless horseman roaming the woods. Both Poe and Irving have used the landscapes to create a vivid and extraordinary effect. In conclusion, Poe’s use of the landscape in The Fall of the House of Usher helps create a supernatural and frightening atmosphere as well as embellish the plot of the story and characters. The portrayal of the house as one with life-like characteristics produces the supernatural atmosphere. .u42a78cd684f8c29206b5124efab54fb2 , .u42a78cd684f8c29206b5124efab54fb2 .postImageUrl , .u42a78cd684f8c29206b5124efab54fb2 .centered-text-area { min-height: 80px; position: relative; } .u42a78cd684f8c29206b5124efab54fb2 , .u42a78cd684f8c29206b5124efab54fb2:hover , .u42a78cd684f8c29206b5124efab54fb2:visited , .u42a78cd684f8c29206b5124efab54fb2:active { border:0!important; } .u42a78cd684f8c29206b5124efab54fb2 .clearfix:after { content: ""; display: table; clear: both; } .u42a78cd684f8c29206b5124efab54fb2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u42a78cd684f8c29206b5124efab54fb2:active , .u42a78cd684f8c29206b5124efab54fb2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u42a78cd684f8c29206b5124efab54fb2 .centered-text-area { width: 100%; position: relative ; } .u42a78cd684f8c29206b5124efab54fb2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u42a78cd684f8c29206b5124efab54fb2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u42a78cd684f8c29206b5124efab54fb2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u42a78cd684f8c29206b5124efab54fb2:hover .ctaButton { background-color: #34495E!important; } .u42a78cd684f8c29206b5124efab54fb2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u42a78cd684f8c29206b5124efab54fb2 .u42a78cd684f8c29206b5124efab54fb2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u42a78cd684f8c29206b5124efab54fb2:after { content: ""; display: block; clear: both; } READ: Christianity and HIV Essay The house is almost unreal which makes the setting more terrifying. The idea of a dreadful house and the reaction of the narrator gives a ghostly impression to the reader. Poe also uses the house to magnify the plot and the characters. The house was in deterioration as was the Usher family. The poem, The Haunted Place, summarizes the life of the house. The house also affects the Usher family. The mental states of Roderick and Madeline were directly related to the house itself. They felt overpowed by the strength of the house. The lives of the two English Essays

Studies Have Shown That Music Enhances Essay Example For Students

Studies Have Shown That Music Enhances Essay Studies Have Shown That Music Enhances Childrens Overall Development Studies have shown that music enhances childrens overall development, improves their overall academic accomplishments, promotes self-determination, and enriches their personal lives. Prior to and during school, music supports academics through delivering educational materials. Music reinforces childrens reading and mathematics abilities through listening and being involved. Music supports self- determination through participation in musical performances and working with others to remain in school. Music supplements children personal lives through storing team work, trust, and respect for others. Music influences children to continue to further education which leads to top employment. Academic performance using music was validated through a study named the Mozart Effect. This study examined the connection between music and academic feats. Research performed by Earaches, Shaw, and Katherine (1993) took 36 college students and subjected the group to 10 minutes of Mozart music, then testing; 10 minutes of relaxation, then testing; and then 10 minutes of silence, then testing. We will write a custom essay on Studies Have Shown That Music Enhances specifically for you for only $16.38 $13.9/page Order now After listening to Mozart, students were found to score eight to nine points higher on an IQ test Earaches, Shaw, Katherine, 1993). The Mozart Effect study demonstrated the importance of coaxing children to listen to classical music. Inculcating children with the academic benefits of listening and appreciating classical music must begin early. Labeled (1979) reported that children have no preference in the music they listen to early in their life. Situate classical music as part of a childs musical repertoire to provide a foundation. It takes constant exposure in a particular area of music to influence a personal preference. If children are not continuously exposed to classical USIA, then they will veer away from it around the ages of 5 and 6. Labeled explained that children gravitate to the popular music of their time as they get older. Children will seek their own independence, and that may cause parents to think that they have become rebellious by rejecting what they believe is right for their children. This is part of children seeking their own way. The more exposure they have to music, even if it is singing, playing a song, or Just listening daily, the more likely it is that their ability to succeed academically in school will be improved (Labeled, 1979). Music can also be used to teach the basics. Children can be taught the alphabet through the Studies Have Shown That Music Enhances Childrens Overall Development By Bighead standard repetition. In 1973, the American Broadcasting Company (BBC) applied music through songs to teach simple concepts. Children heard the songs Conjunction Junction, Im Only a Bill, or The Preamble on Schoolhouse Rock. Those 3-minute Jingles helped many children learn a variety of subjects using music and educationally expressed lyrics. The creator of Schoolhouse Rock, David McCall, noticed that his son knew the lyrics to many popular rock songs, but he was having robbers with multiplication. Grasping his sons ability to learn using the lyrics in music, McCall developed Schoolhouse Rock. McCall identified that placing academic information with music helped his son with multiplication. Music not only supplies academic information, it also has the inherent property to strengthen reading skills. Andrews (1997) conducted research on fifth graders by looking at their tested academic achievements after integrating music into a reading program. The study cited that vocal performance along with the text yielded better results in language reading accomplishments. The music positively engaged the students attitudes to annunciate words correctly by reading them and singing them out loud (Andrews, 1997). Prior and Rotor (2009), from Long Island University, tested second-grade students reading abilities using a standard reading examination at the completion of 1 school year. The results indicated that the use of music in curricula increased the average reading scores of children participating in a music program. The results also indicated that general memory skills that are correlated with non-musical abilities, such as literacy, verbal memory, visitation processing, mathematics, and Q, were also higher than with the children who did not take music lessons (Prior Rotor, 2009). .ud2607159f81c8358757d1d632c72d0c5 , .ud2607159f81c8358757d1d632c72d0c5 .postImageUrl , .ud2607159f81c8358757d1d632c72d0c5 .centered-text-area { min-height: 80px; position: relative; } .ud2607159f81c8358757d1d632c72d0c5 , .ud2607159f81c8358757d1d632c72d0c5:hover , .ud2607159f81c8358757d1d632c72d0c5:visited , .ud2607159f81c8358757d1d632c72d0c5:active { border:0!important; } .ud2607159f81c8358757d1d632c72d0c5 .clearfix:after { content: ""; display: table; clear: both; } .ud2607159f81c8358757d1d632c72d0c5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud2607159f81c8358757d1d632c72d0c5:active , .ud2607159f81c8358757d1d632c72d0c5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud2607159f81c8358757d1d632c72d0c5 .centered-text-area { width: 100%; position: relative ; } .ud2607159f81c8358757d1d632c72d0c5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud2607159f81c8358757d1d632c72d0c5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud2607159f81c8358757d1d632c72d0c5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud2607159f81c8358757d1d632c72d0c5:hover .ctaButton { background-color: #34495E!important; } .ud2607159f81c8358757d1d632c72d0c5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud2607159f81c8358757d1d632c72d0c5 .ud2607159f81c8358757d1d632c72d0c5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud2607159f81c8358757d1d632c72d0c5:after { content: ""; display: block; clear: both; } READ: Music Appreciation Text Questions Unit EssayTo support overall academics in school, children need to be involved in some type of music program. The Heath study (1998) concluded that students who were involved in music gained a broader range of skills through such performance than they would have through Just playing educational games. Children who were continually involved in a program were more likely to win awards for academic achievement and to read for pleasure. The students also had higher than average educational aspirations; they viewed themselves as bound for college. It is important for children to be involved in some type of activity, such as music, because it lowers the academic drop- out rate. Research conducted by Mahoney and Cairns (1997) early in the sass confirmed that participating in a music program promoted staying in school. The study monitored 392 students (206 girls, 186 boys) annually from the seventh through the twelfth grade. Sixteen percent (27 girls, 34 boys) were dropouts, defined as failure to complete the eleventh grade. Of those high school students who dropped out, 27 percent did not participate in any activities at all versus 7 percent who did. Granted, here are many other contributing factors that will cause a child to drop out. Being involved in music significantly increased the possibility that they would stay in school. Participation provides positive influences for schools and social connections (Mahoney Cairns, 1997). Music enhances the ability to understand fractional mathematics. Through reading notations on music sheets, children know that a whole note requires four beats versus a quarter note that requires one beat in certain musical pieces. The timing required in using quarter notes, half notes, or sixteenth notes in music not only teaches timing, but also reinforces fractional corded in the Neurological Research of March, 1999, concluded that the students who were learning musical notations scored 100% better when tested on fractions than their counterparts who were Just taught fractions in the conventional way (Grazing, Peterson, Shaw, 1999). Childrens social skills are developed while playing, singing or dancing in a group, a band or a full orchestra. Children learn through their relationships with other associates with common goals as well as how to work alone. Playing musical scores can be accomplished only as a team. The Heath study (1998) reported that the camaraderie fostered achievement ethics through articulation in group musical performances. Children learn to accept responsibility for the team because they are held accountable for attending and performing. After a performance, they are often Judged by their peers and proffered criticisms. Those peers reviews produce a desire to perform better. Social interactions are played out with the team in planning and organizing a quality performance. Scheduling meetings with the group offer the opportunity to interface with peers to discuss what to wear, what to play for the program or whether practice sessions are needed. These elaborations tend to lead to students who are academic achievers (Heath, 1998). Children learned to respect the positions that everyone has to play in completing a musical compilation. Healthy team cooperation is required; otherwise, the piece cannot be performed. Music can be used to adopt an attitude of respect for others through songs like A Better You A Better Me and Expect Respect. Children learn the characteristics of kindness, as the Branded-Mueller and Alias study (1994) demonstrated. Once students understand what kindness is, they emulate this through peer contact and communication. This can be reinforced only through demonstrated acts of kindness, such as sharing sheet music, helping one another through a difficult musical progression, or informing one another as to how well they perform. Through band practice, children learn to really listen to one another, function together and collaborate with one another (Branded-Mueller, Alias, 1994). Learning social skills, such as getting along with others at a young age, is important before children become adults; they are more apt to be successful in future relationships. According to results from the Harris Interactive Poll (2007), taken using ,565 adults across America, 1,928 had participated in some type of music program. Seventy-two percent of participants checked that the habits created in music education equipped them to be better team players, use disciplined approaches in solving problems, and manage confrontations between others more successfully (Harris Interactive, 2007). .ue785e2493d4df509e68393a87fd81d47 , .ue785e2493d4df509e68393a87fd81d47 .postImageUrl , .ue785e2493d4df509e68393a87fd81d47 .centered-text-area { min-height: 80px; position: relative; } .ue785e2493d4df509e68393a87fd81d47 , .ue785e2493d4df509e68393a87fd81d47:hover , .ue785e2493d4df509e68393a87fd81d47:visited , .ue785e2493d4df509e68393a87fd81d47:active { border:0!important; } .ue785e2493d4df509e68393a87fd81d47 .clearfix:after { content: ""; display: table; clear: both; } .ue785e2493d4df509e68393a87fd81d47 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue785e2493d4df509e68393a87fd81d47:active , .ue785e2493d4df509e68393a87fd81d47:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue785e2493d4df509e68393a87fd81d47 .centered-text-area { width: 100%; position: relative ; } .ue785e2493d4df509e68393a87fd81d47 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue785e2493d4df509e68393a87fd81d47 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue785e2493d4df509e68393a87fd81d47 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue785e2493d4df509e68393a87fd81d47:hover .ctaButton { background-color: #34495E!important; } .ue785e2493d4df509e68393a87fd81d47 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue785e2493d4df509e68393a87fd81d47 .ue785e2493d4df509e68393a87fd81d47-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue785e2493d4df509e68393a87fd81d47:after { content: ""; display: block; clear: both; } READ: Rock vs Classical Music EssaySocial skills are increased when children continually practice with others over time. The Barman and Weinberg study (1998) concluded that bands go through stages, and these stages begin with the student bonding only with the conductor. Over time, students begin to identify with the band and compete with one another in an effort to belong. They will also test the conductor to check his or her abilities to protect the band. Once the group reaches the final stages of intimacy, they then will begin sharing. It may take time to get to this point, but once achieved, the group will learn to trust and respect one anothers abilities (Barman Weinberg, 1998). Childrens personal social skills are improved through competent performances, which foster a sense of pride, increase their confidence in playing, they can overcome fears and succeed at something. It is particularly important for a parent to become involved when school-age children take up any form of music training up to the age of 1 1 . Research conducted by Apparent and McPherson (2002) supports the idea that a child will more than likely continue practicing independently with proper parental nurturing. On the other hand, if a child did not have that parental support, they were more apt to quit, even if the parent or parents later decided to support the child (Apparent McPherson, 2002). Parental support is crucial; Lampoons research (1998) determined that everyone involved with a particular hill learning music needs to be aware, to understand, and to be very careful because people factor in and can influence whether a child continues a life in music. Childrens positive influences and social interactions come from personal commitment, parental encouragement, teachers support and available resources (Lament, 1998). The social skill of learning to trust others is reinforced through interaction with teachers and peers. Children learn that teachers are there for the most part to help them perform better. Trust is required to believe in and not despise small starts and to practice until it is right. The children trust in the teachers and peers support because perseverance, whether it is painful, tedious, or monotonous, will one day yield positive results in their performance. The Whitehead study (2001) reported that children who received musical training for at least 50 minutes five times per week performed better academically than those who had less instructional time. Children had a desire to continue to play for and with others in order to share their skills for everyone to appreciate (Whitehead, 2001). Through music children further their education and acquire top vocations. The results of a river recorded by Harris Interactive in 2007 showed that out of 2,565 participants, 83 percent of those with incomes of $1 50,000 or more had some type of musical training. Seventy percent concluded that music had influence on the level of personal fulfillment. Fifty-one percent of individuals who went on to earn post-graduate degrees agreed that music was extremely influential in their decision to further their studies. While 81 percent had some college background, 86 percent completed college, and 88 percent of the individuals with post-graduate education had music in their education (Harris Interactive, 2007). Music can lead too child obtaining a prominent occupation such as the office of the President of the United States. Former President John Quince Adams played the flute; Thomas Jefferson and Woodrow Wilson played the violin; and Harry S. Truman and Richard M. Nixon played piano. President Warren Harding played every instrument except the trombone and the clarinet; President Franklin Delano Roosevelt played the organ; and President Bill Clinton plays the saxophone. Famous political figures like Benjamin Franklin played the guitar and violin, and Secretary of State Condolences Rice plays the piano. The National Association of Music Education reported that through music, children chances to succeed and attain more wealth are intensified.