Compare The Grid And Air Gap Techniques Information Technology Essay

Compare The Grid And Air Gap Techniques Information Technology Essay The research design for this study is of a comparative quantitative, quasi-experimental nature. The rationale for this comparative study is to see what effect two different anti-scatter techniques have on image quality. The properties that make this a quasi-experimental study are manipulation of specific variables and control in experimentation and testing (Parahoo, 2006). True experimental research is characterised by three properties: manipulation, control and randomisation (Parahoo, 2006). As the researcher will not randomise any variables, this study is considered as quasi-experimental and not a true experimental study. In this research manipulation was achieved since a standard anti-scatter technique was compared to an air gap technique adapted for the projection of the hip in the lateral position. Exposure factor variables were also manipulated using an automatic exposure control (AEC). Control was maintained by testing the two techniques under the same conditions using the same research tools. Furthermore, the researcher kept control of the study by testing only the anti-scatter techniques on one specific projection. Therefore the results achieved by this study are specific to the lateral hip projection. However, the principle could be applied to other projections in order to discover which technique works better in providing good image quality in that specific projection. 3.3 Research Method 3.3.1 Background of the study The following methodology was adapted from a study carried out in the United Kingdom by Goulding (2006) who looked at the air gap and the grid technique used to image the hip laterally in the University Hospital she trained in. The study was conducted with the help of reporting radiographers in the Accident and Emergency (AE) department where they performed both grid and air gap technique as routine projections on patients. Goulding (2006) looked at image quality by attaining the hip radiographs performed with both anti scatter techniques separately. Goulding (2006) collected her data by asking reporting radiographers to comment on these radiographs. In Gouldings (2006) study the radiographs on which she based her findings and results were conducted on patients of different size and this may have lacked reliability due to different exposure factors used for each examination, different patient dose depending on patient size as well as image quality. Using a similar methodology in this study the researcher assessed image quality using a quality control phantom and an anthropomorphic phantom. In doing so the researcher will made sure that tests done on both anti-scatter techniques to assess for image quality were more precise. The methodology for this research and the tools used to measure image quality in both grid and air gap technique are explained in the following sub-sections. 3.3.2 Research tools In this study the tools discussed in this section were used to gather the data. They were used to test the anti-scatter techniques being compared and investigated in this study which will be explained further on in this chapter. Since this research looks at image quality in two anti-scatter techniques, a lead quality control phantom (PTW Normi 13) was a very important tool used to collect the data. According to Carlton Adler (2006), spatial resolution and contrast resolution are the most important properties upon which devices and techniques can be tested. The lead quality control phantom (Appendix B) is designed to perform constancy and acceptance tests on plain digital x-ray systems and is able to test image receptors for their homogeneity, spatial resolution and contrast resolution (PTW-Freiburg, 2005). However, in this research, spatial resolution and contrast resolution were the two relevant key tests for image quality. Spatial resolution is measured by counting the largest amount of line pairs per millimetre (Lp/mm) while contrast resolution is measured by the low contrast steps seen on the resultant image. The areas on the phantom that are used to measure spatial and contrast resolution are shown in Appendix B. In collecting the data, the researcher made use of an anthropomorphic pixy phantom AR10A (Appendix B) to image the hip laterally using a horizontal beam. This phantom was used so that the exposures of both grid and air gap technique performed on the quality control phantom could be done to image a hip that resembles that of a human. As the anthropomorphic phantom used had the same attenuation coefficient of a human body, it stops the radiation passing through it in the same way that a human body would. Although this study evaluates image quality in two anti-scatter techniques, the radiation given to the subject/object at each exposure using the air gap and grid technique was also recorded and compared.   The amount of radiation exposed by the tube at each exposure was also measured using a dose area product (DAP) metre. This was important in order to see how much radiation was being used at each exposure to produce an image using the grid and air gap technique. All the exposures (in this experimental testing) were made using an automatic exposure control (AEC) which is incorporated in the erect bucky in the digital x-ray system used. This device determined how much mAs was used in each exposure so that the right amount of x-ray photons irradiated the image receptor to produce an image with adequate quality. This device was used since the mAs that is used in an exposure determines how good the image quality is as well as the patient dose. Therefore when the readings using the tools mentioned were gathered from all exposures, the researcher could compare these results and identify the ideal technique and exposure that should be used in imaging the hip laterally. This technique and exposure should ideally produce a good quality image with as low a dose as possible. 3.3.3 Method The following two subsections will explain in detail how the data was collected during the experimentation on the anti scatter techniques. The researcher made sure that the tools used in the testing were kept the same to test both techniques. The same digital x-ray system was also used throughout the entire experimentation. 3.3.3.1 The Grid Technique Testing for this technique was divided in two stages. In the first stage the researcher made use of the quality control phantom (PTW Normi 13). The phantom was placed on a custom made table in contact with the erect imaging receptor. A stationary parallel grid was placed between the phantom and the receptor since this is the type of grid used in a lateral hip shoot through projection. In this technique, the object to image distance (OID) was that of 0cm since the phantom was in contact with the grid and image receptor. The source to image distance (SID) used was that of one metre (100 cm) since this is the standard SID used in such a projection in the radiology department of the local hospital. The kV used was kept constant at 75 kV and the phantom was centred to the central AEC. The light beam diaphragm was set around the contours of the quality control phantom. A further exposure was made using the same grid technique setting. However, this time the grid was removed. This was done in order to find out whether the grid was working effectively in absorbing scatter radiation, which in turn could affect image quality. The DAP metre was recorded so that the researcher could have an approximate idea of the dose given to the phantom. The second stage in testing the grid technique was done by using the anthropomorphic phantom. The researcher set up the pixy phantom AR10A with the hip in contact with the grid and receptor. The hip was centred with the central AEC and exposed. The kV and the SID were the same as the ones used in testing the quality control phantom 75kV and 100cm SID. The set-ups used to test the grid techniques using both phantoms can be found in Appendix B. 3.3.3.2 The Air Gap Technique To test for the air gap technique the researcher also divided the tests into two stages. The same quality control phantom used previously in the grid technique was also utilised in this test/experiment. The PTW Normi 13 was placed on a custom-made table. However, in this technique, an air gap between the phantom and the image receptor was applied. There were a total of six air gaps applied, varying from 10cm to 60cm. This was done in order to see which air gap was more effective in reducing scatter radiation reaching the receptor. To achieve this aim the object to image distance (OID) was increased by 10 cm after each exposure to a maximum of 60 cm. The source to object distance (SOD) was kept at 100 cm to reduce object magnification as much as possible since this may create a loss in image sharpness. The source to image distance (SID) depended on what OID was used. Therefore when an OID of 20cm was applied, the SID was that of 120cm. This was done to ensure that the distance of the source to the object remained at 100cm. In each exposure the phantom was centred to the central AEC and the light beam diaphragm was set around the contours of the quality control phantom. The researcher also made use of the DAP metre to see which air gap produced a good quality image with a reasonably low dose. This was done so that the air gap exposures could be compared with the standard grid technique. In the second stage of testing for the air gap technique the researcher also used the same anthropomorphic phantom. The setting of the technique to image the hip laterally was adapted from Gouldings (2006) study by using the same patient positioning that the author used in her study. This setting involved applying an air gap between the phantoms hip and the receptor, keeping the SOD at 100cm. A total of six exposures were also performed on the pixy phantom AR10A with the same OIDs and SIDs used to image the quality control phantom. The researcher made sure that the phantoms hip was centred with the central AEC of the erect image receptor. Both settings used to perform testing on the air gap technique can be found in Appendix B. 3.4 Data Collection The data was collected during February 2010. The data record sheets used to record the data can be found in Appendix A.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Exposure Factors The exposure factors used to produce the images in the grid and air gap technique were recorded. The kV was a constant factor while the mAs changed according to the technique used and its setting. The mAs was manipulated by means of the AED. This was done so that the amount of x-ray photons needed to produce the image and  the length of the exposure was recorded depending on the technique used.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Object to Image Distance (OID) The OID used in testing the grid and air gap technique was recorded. This was important, particularly in the application of the air gap technique. This is because the OID in the air gap technique determined the magnitude of the air gap that should be used to achieve a good quality image while keeping the radiation dose as low as possible. Therefore the researcher could see and analyse the effect on the image quality each time a specific OID was used in relation to exposure factors. In the air gap technique the SID depended on what OID was used. The researcher kept the SOD at 100cm to reduce as much as possible magnification of the resultant image.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dose Area Product (DAP) The DAP metre was recorded at each exposure for both grid and air gap techniques. Although this metre does not measure the radiation dose given to the phantoms at each exposure, it gives an indication of whether the dose would be low or high. A high DAP reading would mean that more radiation was used in the exposure and therefore the resultant patient dose may be higher. The readings from this metre for both techniques were compared in relation to image quality of the radiographs.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Signal to noise ratio (SNR) The signal to noise ratio (SNR) consists of the un-attenuated photons that have penetrated the subject without interaction (signal) and the Compton scatter and other factors that degrade image quality (noise). The SNR was used to determine how much contrast resolution an image had after each exposure. The higher the SNR the better the contrast resolution of an image (Dendy Heaton, 2006). However a high SNR also means high mAs and consequently a high patient dose. The SNR was calculated by dividing the mean pixel value by the standard deviation of the signal of each exposure. The mean pixel value and standard deviation of the signal were recorded after each exposure provided by the digital x-ray system. Therefore the equation used was: Signal to Noise ratio = mean pixel value/standard deviation (reference)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Spatial Resolution and Contrast Resolution The spatial and contrast resolution readings were recorded by the researcher from the radiographs achieved using the quality control phantom in the grid and air gap technique. The line pairs per millimetre (Lp/mm) were measured to test for spatial resolution, while for contrast resolution the low contrast steps were counted. The data recorded was tabulated in tables 2a and 2b respectively in the data record sheet. This recorded data enabled the researcher to compare the image quality in both techniques. Unlike Goulding (2006) in this study two independent radiologists that were chosen randomly from the researcher were asked to report on image quality on all the radiographs performed on the anthropomorphic pixy phantom AR10A. Radiologists were chosen in this study since in Malta there are no reporting radiographers that report on the appendicular skeleton. The radiologists were asked to report on the images by answering a likert scale (1=very poor and 5=very good) to assess image quality. The results were tabulated in table 3 of the data record sheet. 3.5 Validity and Reliability Validity refers to the degree the research instrument used in the study measures what it is intended to measure. Therefore: Validity reflects the accuracy with which the findings reflect the phenomenon being studied (Parahoo, 2006, p.80) In this study, the researcher consulted with the medical physicist at the local hospital who was asked to assess the content validity of the research tools used to collect the data. The medical physicist considered the research tools valid since the same tools are used in the medical imaging department to test for image quality on the digital x-ray systems. As the research tools were deemed to be totally valid, the data collected to measure image quality in the grid and air gap technique can also be said to be valid. Reliability refers to how consistent an instrument is in measuring what it is intended to measure (Parahoo, 2006). To maintain the equivalence reliability of the lead quality control phantom used for assessment of image quality, two independent observers were asked to measure both spatial and contrast resolution of the two images achieved using the same exposure factors, OID and SID. The researcher tested for the reliability of the automatic exposure device used. This was done by exposing the lead phantom twice without manipulating the setting or exposure factors and the results were recorded. The spatial resolution, contrast resolution and DAP metre readings were the same in both images and so the AEC was considered reliable enough to use in the testing and data collection. 3.6 Ethical Considerations Ethics is defined by Polit Beck (2006) as a system of moral values that are designed to protect the participant from the research procedures as the researcher has professional, legal and social obligations towards the participants involved in the study. However, in this research, no human subjects were involved in the experimentation and collection of data, so there were no ethical issues regarding the exposures done on the PTW NORMI 13 phantom and the anthropomorphic phantom pixy AR10A. Permission was sought for the use of the x-ray equipment from Medical Imaging Department at the local hospital. Experimentation was performed under supervision and precautions were taken to ensure that radiation would not harm any other members of the staff or public where the study was performed. 3.7 Limitations of the study Limitations were encountered by the researcher throughout this study. The study was conducted using a quality control phantom and an anthropomorphic phantom. Although both phantoms are manufactured to mimic and represent a patient as well as to produce equivalent scatter radiation, patient size was a variable that could not be added to the study. The DAP metre was used in this study so that the researcher could have an idea of the dose being attenuated by the phantoms used. Ideally the actual patient dose should be measured but this could not be done since no human subjects were used. Expansion of this study would lead to a better understanding of the dose given to patients while comparing the air gap and grid technique for the lateral hip shoot through. This study was carried out using a digital x-ray system in the radiology department at the local hospital. Tube output and technique setup may be different when using other systems. In the radiology department, computed radiography is used to perform a lateral hip shoot through examination rather than a digital system which is what the researcher used in this study. In data analysis the readings from the quality control phantoms were interpreted by the researcher himself and not by a number of people. If more than one person interpreted the results, the results may have varied. Although these limitations are valid, they had no effect on the data collected and the results achieved. 3.8 Conclusion This chapter described the methodology and the research design of this study. The next chapter consists of presentation, analysis and discussion of the data.

Journal of the Plague Year and Frankenstein

The Plague and Frankenstein The quest for knowledge is eternal and almost never-ending. People devote their lives to studying and advancing their knowledge, but their advancement is always held in check by society and the people who studied before them. Several novels have been written which explore the effect knowledge and its limitations can have on society. This paper will focus on Defoe’s Journal of the Plague Year, and Mary Shelley’s Frankenstein or the Modern Prometheus. Even though these two novels were written about 100 years apart, they still exemplify many aspects as to why knowledge has limitations. While Defoe’s Journal centers on how to prevent and cure the plague, with a heavy emphasis on religion, Shelley’s Frankenstein has little to no religious affiliation, and focuses on how science and knowledge can potentially lead to evil and misfortune. The plague was a severe and devastating disease which affected Europe multiple times throughout history; each time killing every person who came down with the disease. People are fortunate enough today to have a cure for this disease, but during the 1700s, there was no cure and very little knowledge about proper medical practices. Defoe mentions how signs were posted throughout London, claiming of people who knew of a cure or treatment for the plague, however some of these treatments â€Å"prepared their bodies for the plague, instead of preserving them against it. †1 Thieves and pick-pockets robbed and cheated poor people out of their money with scams, sometimes even poisoning their victims with tonics or â€Å"physicks† that could include such poisons as Mercury in them. These scammers were all throughout the city, appealing to the desires and abundance of the poor. There was no regulation of such business practices and advertisements made ridiculous claims of free help, only to deceive the poor once they got there, forcing them to pay for what may (or may not) help them. These practices were quite cruel and unjust, but people were so scared for their lives that they were willing to do anything which would allow them to live. Not every person in the city fell victim to these scams. Many people once they heard news that the plague had reached London decided to flee and head to some far off town where they might be able to avoid catching the disease. This plight from the city was not only a rational decision, but a religious one as well. Much debate between people in London was sparked about the religious justification for staying in the city, and trusting in God to protect them where they were, or to leave London and â€Å"trust God with [their] safety and health†. 3 For the main character in this novel, H. F. struggles with this decision because he can leave London and live with his relatives, and risk losing all of his possessions, but he ultimately decides to stay, viewing his decision as remaining faithful to God. Upon informing his brother of this decision, he learns that the person, who he was going to entrust with his property during his leave, became ill with the plague, only enforcing H. F. ’s feelings that he made the correct decision to stay in God’s faith. 4 Once the plague hit London with full force, the city was forced to find a new way in which to contain this disease. Instead of looking to the filth with which people lived in, and regarding that it could be carried by animals such as rats, the town determined that each house was to be inspected by doctors, and if the plague should be found within a home, the inhabitants would be locked inside the house, only to come out if they died or the disease had passed. Each home which the plague was found in had a red cross painted on the door, marking it for all to see, and a Watchman was assigned to make sure nobody went in or out of the house, and to run errands for the family if need be. This cruel idea caused many families to parish in their own homes, while others tried to escape by either sneaking out or attacking/threatening the watchmen. In the book Frankenstein or the Modern Prometheus, by Mary Shelley, the underlying theme is how knowledge and power can lead to misery and destruction. In the book, Victor Frankenstein goes off to college and becomes obsessed with several different types of philoso phy and science. He becomes absorbed in â€Å"the secret of life† and he ultimately tries to recreate it. He is successful and brings life to a monster so hideous that even he cannot bear to be around. Frankenstein tries to desert the monster which he created, but he is never fully able to, as the monster follows and spies on Frankenstein and kills part of his family. Frankenstein is appalled that his creation could have begun to cause such horror and pain to people around him, but is worried that if he tells anyone about the monster which he has created, then he himself will look like a madman. The monster himself is eager for affection from humans, but everywhere he goes, he is shunned and forced away from the town due to people being in fear of him. The monster spends much time watching the actions of a family of peasants, where from his hiding place he is able to learn how to speak French as well as read. After some time he ultimately decides that they are a very compassionate family and that he should reveal himself to them, upon doing this, they are disgusted and chase him away. The monster vows to get revenge on Frankenstein and first begins by killing his little brother whom he stumbles across in the forest in Geneva. He then plants the child’s necklace on a friend of Victor’s, to make her appear as the murderer. She is tried for the crime and hung for it. The monster realizes that his only chance for happiness lies within Frankenstein creating him a female companion. He persuades Frankenstein to create him a female saying that he will leave mankind alone forever and go live in some distant land if he has a companion to go with him. 7 As Frankenstein has begun work on his second monster in Scotland, he is reminded of how crazy he became when creating his first monster, and upon catching a glimpse of his monster watching him through the window, Frankenstein freaks out, and destroys the second body which he is creating. The monster upon seeing this is enraged and promises to kill the rest of Frankenstein’s friends and family. This promise holds true, for Frankenstein loses his best friend that night, his wife on his wedding night, and his father. Rather than heed to the monster’s wishes and create a wife for him, Frankenstein was overcome with the guilt of the deaths of his monsters first two victims. He worries that in creating another, he will be creating a duo of evil that will wreak havoc upon the human race. For it was his fault in the first place which let his imagination get a hold of himself and he wanted to create life for himself. This intense lust for knowledge which Frankenstein has ultimately leads to his demise. He becomes mad in his quest and ends up destroying everyone dear to him as well as himself in the end. Both The Journal of the Plague Year and Frankenstein or the Modern Prometheus have heavy themes about knowledge. Defoe’s Journal specifically focuses on how disease was treated and what the methods were to try to cure it. The Journal also has a heavy religious force in it as well. The people in the story as well as the main characters, look towards Bible versus and quotes for guidance in their decision making. This is not the same as in Frankenstein where the main character becomes god-like himself with his creation of life. This major difference is most likely due to the fact that the novels were written about 100 years apart from each other and people’s views how religion affected their daily lives had greatly changed. There is very little mentioned in Frankenstein about religion at all. In each novel, there is excess knowledge than what people have the capacity for; therefore in The Journal, London makes the harsh decision to lock people in their own homes in order to prevent the spread of the plague; while in Frankenstein, his ever persistent quest for knowledge winds up killing him and those dearest to him. The novels are almost a warning as to what effect knowledge can have on society and suggest, that as Socrates said, â€Å"the only true wisdom is in knowing you know nothing. †

Discuss individual differences in musical functioning with regard to social and biological influences.

Introduction Deutsch (2012) describes music as an art that entails thinking with sounds. Music is played all over the world in churches, homes, funerals and many other places. It is part of humanity introduced at birth with lullabies and continues throughout the course of life up to death with the funeral march (Hallam, Cross & Thaut, 2016). It is a language that resembles speech in many aspects and has no borders. Sense of sound and rhythm are essential elements of musical functioning (Gruszka, Matthews, & Szymura, 2010). Music is significantly influenced by culture in terms of content and style. As such it evokes the same emotions within members of the same culture. It has two main components (rhythm and pitch) that it uses to pass the intended message and one has to be able to understand the two in order to appreciate music (Jones, Fay & Popper, 2010). Human beings are born with ability to understand and appreciate music and that is why young children appreciate lullabies. However the music p otential and preferences vary from one person to the other. People have different musical preferences and this influences the amount of time and resources that they spend listening to music. This study investigates the individual differences in musical functioning with regard to social and biological influences. Individual differences in Musical Functioning Individual differences in musical functioning or musicality refer to the differences in the strength of music preference (Kern & Humpal, 2012). These differences are among the most intricate psychological issues in music. An individual may be fine without music while another one may need music so much so that he or she would use huge resources to attend music concerts. The source of such differences is a major concern to psychologists. According to Deutsch (2012), the strength of music preference is a function of the role that music plays in the life of an individual. People use music for different purposes like regulating their mood and emotions, promoting self-awareness, communicating, fostering social relations, distractions, and physiological arousal. Music plays an important role in the lives of many people across the world, and many people depend on music for different purposes. The availability of music on portable devices has increased the use of music with many people making it an ubiquitous companion (Theorell, 2014). Therefore music has a profound effect on the lives of many individuals as it influences their thinking, feelings, behaviour and perception. These factors influence the lives of individuals depending on the level of dependence on music and the specific type of music (Haas & Brandes, 2009). As such it is important to ascertain the factors that influence music preference. Individual differences in musical functioning belong to an area in psychology that still remains largely unexplored (McPherson, 2016). People like certain artists, tunes, and styles more than the others. The other individuals also have different musical preferences. This is what is termed as style/genre preferences under music preference. In addition to this, individual differences also exist in terms of the extent to which people listen to music. The extent to which people love and enjoy music differs from one individual to the other (Gruszka, Matthews & Szymura, 2010). The knowledge on why people form preferences on certain types of music still remain fragmented partly because music plays different roles in the lives of people (Theorell, 2014). This is what is termed as the strength of preference under musical preference. The major issue of concern to psychologists is the source of these individual differences in strength and genre/style. Strong music preference is an indication th at an individual spends a lot of time listening to music, going to concerts and buying music. The decision to invest time and money to listening to music is a sign that music is useful to the lives of these people. Individual differences in musical functioning are a multifaceted phenomenon that has continuously eluded psychologists, researchers and musicologists (McPherson, 2016). However, some factors that affect musical functioning have been identified and they include exposure, musical characteristics, genre and personality. The factors that affect musical preference can be grouped into two broad categories namely extrinsic and intrinsic factors. The intrinsic factors are inherent and they include melody, structure and timbre. The extrinsic factors on the other hand include social influence, personality and emotions. Social influence on Musical Functioning Social influence is one of the factors that influence the development of individual preferences in music. This starts at the adolescence stage and continues late into adulthood (Zelazo, 2013). Adolescents often have a strong desire to do the same things that their peers are doing in order to belong. They also tend to dislike the things that their peers dislike. As such they will tend to like the same music that their peers like (Theorell, 2014). They listen to music to create an impression, develop self-image and please their friends. According to McPherson (2016), the teenagers often desire to identify themselves with certain groups that they consider as being â€Å"cool† and distance themselves with those that they regard as being â€Å"old-fashioned†. Therefore they tend to develop musical preferences that are similar to members of their group and avoid those of the other groups that they regard as â€Å"not being cool†. This implies that musical preferences are partly created for the purpose of serving a function of group differentiation (Damon & Lerner, 2006). According to Juslin & Sloboda (2010), individuals often tend to like the music that was popular during the years that they reached maturity age. The music preference developed at this point is often a function of the songs that are popular among the friends. However, the events that occur in late adolescence and early adulthood often shape the music preference for the rest of adulthood. When individuals first leave home and start being independent, they are often influenced by their peer groups. They spend a lot of time with their peers and tend to like what their peers like and dislike what their peers dislike (Damon & Lerner, 2006). They will like the same songs as they go to concerts together and spend most of their free time doing the same things. For instance the people who fail to acquire higher education tend to like songs that depict a care free attitude to justify their condition. Therefore social perceptions significantly influence the type of music preferred by people. Acc ording to the social learning theory, people learn through observation (Lehmann, Sloboda, & Woody, 2007). When people are rewarded for certain behaviours like listening to a certain genre of music, others tend to learn from it and are likely to imitate the behaviour in order to reap the same benefits. People tend to use music socially as a way of reinforcing their self-image. For instance conservative people are more inclined to listen to music that is conventional. Furthermore, people use music to communicate to the world by expressing their ideal self-image. The preferences of society may increase or inhibit the spread of certain music genres thereby influencing their potential to be preferred by individuals (Feezell, 2008 and Gruszka, Matthews & Szymura, 2010). For instance when it was discovered that Mozart music positively affected spatial IQ , more people started listening to classical music. This exposure increase the preference for classical music as it was considered esse ntial for children (Hallam, Cross & Thaut, 2016). This indicates the power of society to influence music perception and preference. Therefore the influence of society is one of the most significant factors that influence individual music preferences. The type of music that people are exposed to from childhood is highly dependent on what the society considers popular and appropriate. For instance the mainstream media may prefer playing certain music over the others thereby influencing the preference of individuals. Biological influence on Musical Functioning Music Cognition A series of processes is often activated when listening to music; these processes include melody recognition, memory of the music, recognising the lyrics and emotional response (Lehmann, Sloboda, & Woody, 2007). These basic processes are often integrated by complex mechanisms in the brain where various neural circuits take part simultaneously and some in succession. Identifying the specific tasks involved in processing music and the various interactions requires theoretical models. According to the functional architecture model proposed by Peretz and Coltheart, perception of monophonic tunes is organised by two independent systems working simultaneously (Sloboda, 2004). The melodic system aids in processing melody whereas the temporal system processes tempo. The melodic system processes all information on melody and differentiates the two main components (i.e. note and intervals). All the perception mechanisms are required for processing melodic contour. Melodic processing is done in right superior temporal gyrus (Lehmann, Sloboda, & Woody, 2007). Both the melodic and temporal systems work in coordination with each other and as such a damaged brain may lose its ability to perceive music. Both the melodic and temporal systems relay information to musical lexicon to generate musical repertoire. Musical lexicon includes music repertoire and has a perceptual representation of all the things that an individual has be exposed to (Kern & Humpal, 2012). Furthermore, it also contains a memory that stores new music to aid in the recognition of melodies that are both familiar and non-familiar. As such if damage occurs to the musical lexicon, an individual becomes unable to perceive familiar melodies or even record new ones. Information from the musical lexicon is often relayed extemporaneously or immediately after stimulus reception to different areas depending on the required action (Haas & Brandes, 2009). Phonological lexicon is often activated to aid in the retrieval of lyrics, phonological and articulation prepares an individual for singing, motor functions are responsible for producing music, and the multimodal associative memories are used for retrieving information that is not musical (Jones, Fay & Popper, 2010). The perceptual modules are linked to the memory processes and emotional pathways to aid in music recognition and emotional experience. Non emotional processing and emotional processing are independent and as such damage to one may not damage the other. Any impairment to these connections often leads to difficulties in being able to integrate musical processes. Influence of Biological Factors on Individual Differences According to Sloboda (2004). , music has rarely been studied from the biological perspective as it is mostly perceived as a function of culture. However, biological factors significantly influence musical preferences (Feezell, 2008). The ability of an individual to process and appreciate music is dependent on cognitive functions. Individual differences in self-perception and personality influence musical preference. Therefore people may opt to like music that will allow them to express themselves to the others on how they would like to be perceived. Moreover, individual differences influence the purpose for which people listen to music (Zelazo, 2013). One of the reasons why people listen to music is to regulate their emotions and help them cope with the daily challenges in life. The differences in musical preference and reasons for listening to music are indications that intelligence and personality partly influence how people use music. Personality and intelligence influence the typ e of music people listen to, how often they listen to it and the reasons for listening to music (Sloboda, 2004). For instance the intellectuals like those with high IQs are more inclined to like conventional/ reflective music and as such are likely to use it for their intellectual purposes rather than for emotional consumption (Juslin & Sloboda 2010). This is because of their higher cognitive ability. This is clearly noticeable in their preference for jazz or classical music not because they do not elicit emotions but because the complexity of the genre is more inclined to suit the interests of people seeking experiences that are intellectually stimulating. On the other end are extraverts who may rely on music to stimulate their activity level when carrying out monotonous tasks like doing dishes or jogging. This implies that the role music plays in the life of an individual is partly determined by the level of arousal (Lilienfeld, et al 2011). This is particularly evident for those with high or low level of arousal average. The interference caused by background music on cognitive processes is higher in introverts than extraverts (Rickard & McFerran, 2012). Damon & Lerner (2006), claim that the association between musical use and other traits remain largely unexplored although some relationship may be expected. For instance people who suffer from emotional instability and regularly experience negative emotions are more likely to use music to regulate their emotions. Cognitive research has established that these people listen to music more for the purpose of managing their emotions (Rickard & McFerran, 2012). Furthermore, they are more sensitive to the emotions elicited by music and as such find music essential for regulating their emotions. Conscientious people on the other hand react differently to music. Conscientious people are those that have traits which are inversely correlated to psychoticism and creativity (Lilienfeld, et al 2011). Conscientious people are less likely to use music for regulating their emotions as they are likely to use it for other purposes. Conclusion The aim of this study was to investigate the influence of biological and social factors on individual musical functioning. The findings show that individual musical preferences and use of music is influenced by both social and biological factors. The social factors mostly influence the type of music people prefer to listen to whereas the biological factors influence the reasons for listening to music. The major social factors that influence the choice of music that people listen to are peers and the society as they determine the kind of music that is played regularly. The biological factors on the other hand influence the purpose for which people listen to music. The purpose for which people listen to music is closely associated with the frequency of listening to music than the choice of music (Hallam, Cross & Thaut, 2016). Therefore biological factors are also responsible for the amount of time and resources people spend to listen to music. However, it is important to note that bot h the biological and social factors significantly contribute to the individual differences in musical functioning. References Damon, W. & Lerner, R. M., (2006). Handbook of child psychology. Hoboken, N.J: John Wiley & Sons. Deutsch, D. (2012). The psychology of music. London : Academic Press. Feezell, J. T. (2008). Stereotype: The influence of music preferences on political attitudes and behaviour. Santa Barbara, Calif.: University of California, Santa Barbara. Gruszka, A., Matthews, G., & Szymura, B. (2010). Handbook of individual differences in cognition: Attention, memory, and executive control. New York: Springer. Hallam, S., Cross, I., & Thaut, M. (2016). The Oxford handbook of music psychology. Oxford : Oxford University Press Haas, R., & Brandes, V. (2009). Music that works: Contributions of biology, neurophysiology, psychology, sociology, medicine and musicology. Wien: Springer. Jones, M. R., Fay, R. R., & Popper, A. N. (2010). Music perception. New York: Springer. Juslin, P. N., & Sloboda, J. A. (2010). Handbook of music and emotion: Theory, research, applications. Oxford: Oxford University Press. Kern, P., & Humpal, M. E. (2012). Early childhood music therapy and autism spectrum disorders: Developing potential in young children and their families. London: Jessica Kingsley Publishers Lehmann, A. C., Sloboda, J. A., & Woody, R. H. (2007). Psychology for musicians: Understanding and acquiring the skills. Oxford: Oxford University Press. Lilienfeld, S. O., Lynn, S. J., Ruscio, J., & Beyerstein, B. L. (2011). 50 Great Myths of Popular Psychology: Shattering Widespread Misconceptions about Human Behavior. Hoboken: John Wiley & Sons. McPherson, G. (2016). The child as musician: A handbook of musical development. Oxford : Oxford University Press Rickard, N. S., & McFerran, K. (2012). Lifelong engagement with music: Benefits for mental health and well-being. Hauppauge, N.Y: Nova Science. Sloboda, J. (2004). Exploring the musical mind: Cognition, emotion, ability, function. Oxford: Oxford University Press. Theorell, T. (2014). Psychological health effects of musical experiences: Theories, studies and reflections in music health science. London: Springer Zelazo, P. D. (2013). The Oxford handbook of developmental psychology. New York, NY: Oxford University Press.

The Asian And African Trade Systems - 1565 Words

In early history, cultures outside of Europe were seen as simple and primitive. The powerful Europeans were lucky to find new worlds, bring their cultures and values to the Natives who needed them for their own salvation. Africa was a poverty stricken backwards world that never accomplished anything significant. Native Americans were easily conquerable and primitive. These oversimplified and false statements hide the flourishing cultures in the Pacific s, Africa and Americas that existed before the Europeans started their conquests driven by the lust for power, resources, allies and wealth. The Asian and African trade systems were vital components for the European economy to thrive. The Pacific regions, African regions and Americas were†¦show more content†¦Tools and agriculture supported their growing societies, especially in areas where groups were recovering from the bubonic plague, which killed over 1/3 of Europe s population in the late 1300’s. With limited lan d and an ever growing population, Europeans began looking for new space and trade to bring wealth to their spiraling economy. Decades later, the Christian Europeans became engaged in the Crusades, a war based on faith and greed, with the Southwest Asian muslims. Although the Crusades were ultimately lost by the Europeans, they benefitted from them in the long run. Through the â€Å"discovery† of new lands, Europeans were encouraged to trade and as Europeans and Asians developed trade relationships, the Europeans grew increasingly dependent on the resources that the Asians were able to provide to the Europeans in wake of their own depleted resources. In 1453, the Ottoman Turks captured Constantinople, which was a popular route to European trader and a hotspot for Merchants who were eager to trade. The Turks, who gained control of the silk road routes shortly after the taking of Constantinople, heavily taxed the trade routes thus diminishing European trade in the area and to A sia. Wanting to avoid the high taxes imposed by the Ottoman Turks, the christian Europeans began searching for alternate routes to the pacific regions. The Portuguese, Aragon and Castile, irritated by their recent loss against the Muslim moors during the reconquista,