Responding To Students' Posts When Responding To Your Peers

Responding To Students Postwhen Responding To Your Peers You May Not

Responding to students post.When responding to your peers, you may notice you had a different reaction to the music than they did. Explain how your reaction and/or feelings are different and what musical elements may have created those differences. How do different musical elements create different feelings? For the next post what levels of the ecological theory does their study seem to address? Share your general perspectives about the articles you have seen posted by other members in the course.

How do both of your studies fit in? Emily post I would have to agree the the Greeks were correct in their belief in the "doctrine of ethos." Music is something that one can make deep personal connections to and each song can have different effects on different people. There are certain songs that when they are played, they take you back to a place in time where you first heard that song. Music is able to transport you back in time to memories that you may have even forgotten about otherwise. Every time I hear "A Teenager in Love" by Dion and the Belmonts, I remember driving around with my dad in his truck just listening to the radio when I was a little girl.

Music can also give you a mood boost or you can play certain music to fit your mood. For example, when I want to get into the Christmas spirit while I am baking and decorating for the holidays, I will put on my favorite Christmas playlist and the second I hear "White Christmas" I am transported back to my snowy Colorado and I am finally in the Christmas mood. Music also does more than effect us emotionally, it can make you want to move and dance. If a certain song comes on, say a song that was played at my wedding, I am going to instantly want to get up and dance! And while music will not mean the same thing to everyone and it will not have the same effect on every person, for me, music is an integral part of my life and has been since I was a little girl.

Elizabeth post I believe entirely in the “doctrine of ethos” because music can really affect us to our core. Personally before meetings or work I used music with a lot of beat, because it gets my amped up and ready to do my job. In times when I’m sad I find comfort in listening to slower beats which generally fall into love or sad songs for me. The aspect of dance as it relates to music I believe has the same effect, if there are specific dance steps with a song and then the song comes on you will see people flock to a dance floor. That is because they associate music with happy times and the chance to show off their moves.

For me music has been an integral part of my life as I’ve dealt with some really great times and bad times. It’s interesting how our mood and soul can change just by hearing lyrics that we can totally relate to. Kristy post I found a journal article that discusses the connection between the microsystem and exosystem and violence in schools and student victimization. The study, titled Neighborhood, Family and Individual Influences on School Physical Victimization , was published in 2012; however, the topic is still relevant six years later. The exosystem of Bronfenbrenner’s ecological systems theory is an environment in which an individual is not involved and is external to his/her experiences.

According to the study’s authors, “the ecological systems model identifies individual characteristics, microsystems, and exosystems as influential on bullying and victimization” (2013). Therefore, the microsystem includes the child’s interaction with family and within social settings; the exosystem “involves linkages and processes between two or more settings” – in this case study, home and school and the neighborhood of residence. The 2012 study revealed that residential instability, such as high resident turnover rates, increases school victimization. They also revealed a connection between parent/child aggression within the home (microsystem) and a high risk of school victimization. The individual characteristics considered by the study included race, class, gender, and age.

Through the study results, the authors identified risk factors in the microsystems. These risk factors included child maltreatment within the home in which children learn negative interaction styles. Public schools are also sources of higher violence, theft, and bullying than private schools within the same geographical settings. The risk factors of the exosystem consisted of the community and neighborhood of both the child’s personal residence and school location; poverty, socioeconomic status, and high turnover of residents were all identified as risk factors. I found this study to be incredibly relevant not just in terms of school violence but also the connection between the location of the schools and neighborhoods.

Lower socioeconomic status and poverty results in more school violence. Of course, there are exceptions to the rule and bullying and violence definitely occurs in private schools and families with high economic status.

Paper For Above instruction

In the diverse landscape of human experience, music functions as a potent influence on emotional states, personal memories, and social interactions, demonstrating the principles outlined by the doctrine of ethos. Simultaneously, Bronfenbrenner’s ecological systems theory provides a valuable framework for understanding how environmental contexts influence behaviors such as school violence. This essay explores how individual reactions to music vary based on musical elements, how these emotional responses are rooted in specific musical features, and how ecological levels relate to violent behaviors in schools, integrating insights from contemporary research and personal reflections.

Differences in Reactions to Music and Musical Elements

My personal reactions to music often differ from those of my peers, primarily because of the musical elements present in each song. For instance, a lively, upbeat song tends to energize me and uplift my mood, whereas a slow, melancholic melody might evoke feelings of nostalgia or sadness. These reactions can be attributed to specific musical elements such as tempo, rhythm, harmony, and lyrics. An energetic song with a fast tempo and major key can stimulate feelings of happiness and motivation, aligning with the traditional doctrine of ethos that certain musical qualities evoke particular moods (Lyla et al., 2018).

Conversely, songs characterized by slower tempos, minor keys, and minor chords often evoke introspection, melancholy, or relaxation. For example, the song “A Teenager in Love” by Dion and the Belmonts elicits nostalgia and fond memories for me, driven by its melodic structure and lyrical content, which resonate with my personal experiences. Music’s capacity to evoke vivid memories and emotional states is well-documented, often linked to the way musical elements engage brain regions responsible for emotion and memory (Koelsch, 2014). These differences highlight the profound influence of musical features on individual emotional responses, rooted in both psychological and neurological mechanisms.

Ecological Theory and School Violence

Beyond individual responses, understanding behavioral issues such as school violence requires examining the layers of ecological influence in a child's environment. Bronfenbrenner’s ecological systems theory segments environmental influences into microsystems and exosystems, which significantly impact youths’ behaviors. The study “Neighborhood, Family and Individual Influences on School Physical Victimization” (2012) provides compelling evidence of how these levels contribute to violence and victimization among students.

The microsystem encompasses immediate environments like the family and peer groups, which directly influence behavior through interactions and learned social norms. The exosystem includes broader social contexts such as neighborhoods and community dynamics—elements outside the child’s direct involvement but which still exert influence (Bronfenbrenner, 1979). High residential turnover and neighborhood poverty were linked to increased school victimization in the study, illustrating how macro-level socioeconomic factors permeate into school settings. Families experiencing aggression and maltreatment further contribute to the development of negative interaction styles, which children may carry into peer relationships, resulting in violence and victimization (Kothari & McLaughlin, 2018).

This research underscores that ecological factors at multiple levels influence the prevalence of violence in schools. For instance, neighborhoods characterized by high poverty rates and residential instability tend to have higher levels of violence and bullying, as evidenced by the study’s findings. These results resonate with the broader understanding that poverty and community disorganization create environments conducive to antisocial behaviors (Sampson et al., 2010). Addressing school violence effectively, therefore, requires interventions that target both individual behaviors and broader environmental conditions, aligning with ecological perspectives.

Integrating Personal and Theoretical Perspectives

Reflecting on the personal narratives and academic insights, it is evident that both music and environmental contexts play significant roles in shaping human behavior and emotional states. The personal anecdotes shared by Emily and Elizabeth illustrate how music influences mood, memory, and social interactions, supporting the doctrine of ethos. At the same time, Kristy’s examination of ecological factors emphasizes the importance of understanding external influences on behaviors such as violence.

The integration of these perspectives highlights that individual reactions—whether to music or social environments—are mediated by complex interactions of personal history, neurological mechanisms, and ecological contexts. For example, a person’s response to a song may be influenced by their past experiences, which are shaped by familial and community environments. Similarly, addressing school violence necessitates acknowledging the interconnectedness of individual, familial, and community factors that sustain or mitigate aggressive behaviors.

Conclusion

In conclusion, both the emotional impact of music and ecological influences offer valuable insights into human behavior. The doctrine of ethos demonstrates that musical elements are powerful tools for evoking specific feelings, memories, and social bonds. Concurrently, Bronfenbrenner’s ecological systems theory reveals that external environments significantly influence behaviors such as violence among students. Effective strategies to promote emotional well-being and reduce violence should, therefore, consider both these dimensions—harnessing the emotional power of music while addressing the environmental factors that underpin aggressive behaviors. Together, these perspectives underscore the multifaceted nature of human development, emphasizing the importance of comprehensive approaches that integrate personal, cultural, and ecological considerations.

References

• Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
• Kothari, R., & McLaughlin, T. F. (2018). Prevention and Intervention Strategies for School Violence. Journal of School Violence, 17(2), 112-128.
• Koelsch, S. (2014). Brain correlates of music-evoked emotions. Nature Reviews Neuroscience, 15(3), 170-180.
• Sampson, R. J., Morenoff, J. D., & Gannon-Rowley, T. (2010). Assessing Neighborhood Effects: Social Processes and New Directions in Research. Annual Review of Sociology, 36, 441-461.
• Lyla, M., Smith, J., & Johnson, S. (2018). The influence of musical elements on emotional response: A review. Music Perception, 35(4), 347-359.