Binge drinking in colleges within the United States is a persistent public health problem. The reasons for binge drinking vary widely, ranging from past drug addictions, to anxiety relief, to identifying a sense of self-worth. However, the most influential component of this common activity among college students is the social and cultural pressure from other American students who view binge drinking as an acceptable and common practice as well as a psychological need for individuals to conform to their peers. This "peer pressure" forces the individual psychologically to accommodate their behavior with that of their binge drinking peers.
Drinking has always been a part of Western culture and more specifically the United States. The prohibition of alcoholic beverages occurred from 1920 to 1933. During this period U.S. law banned the consumption, creation, and sale of alcohol. To the government and the public health official's dismay, this law was not a popular one with the general population ("The Temperance Movement and Prohibition in America"). We have learned from this law that alcoholic beverages are here to stay and that most people enjoy social drinking.
[...] Page by Page books 1-1. Web . Ballam, Michael. Music and the Mind. Utah Festival Opera and Musical Theatre Utah Festival Opera and Musical Theatre. Web Nov Central Nervous System; New Survey Finds Many Families Out of Tune on Music Education." Education Business Weekly (2011): 134. ProQuest Central. Web Nov Hanna-Pladdy, Brenda, and Alicia MacKay. "The Relation Between Instrumental Musical Activity And Cognitive Aging." Neuropsychology 25.3 (2011): 378-386. PsycARTICLES. [...]
[...] The Decline of Music Education in America's Public Schools In most cultures, music making has typically been regarded as nothing more than an enjoyable pastime and has even been looked down upon as a sign of laziness. In a well-known fable by Aesop, a grasshopper spends the summer months doing nothing but playing and making music while the ants are all hard at work gathering winter provisions. Consequently, when winter comes, the grasshopper finds himself with no resources and turns to the ants for help, receiving only scorn and rebuke for his laziness. [...]
[...] Research shows us that it is important to introduce children to music at ay young age. Studies reveal that musical brain learning window 3 to 19 years” (Ballam). There is evidence that early exposure to the arts can literally raise a student's score on standardized tests, and that music students in general score higher statistics show that takers with coursework or experience in music performance scored 51 points higher on the verbal portion of the test, and 29 points higher on the math portion as compared to students with no coursework or experience in the arts. [...]
[...] The teachers were trained to look for and keep a journal of results. One teacher found that music made the students more relaxed and took away anxiety, and that when they wrote, they used greater details, had more examples, and more to say overall compared to when they didn't listen to music. Students also showed signed of increased motivation to write and stayed attentive and engaged—even though some had attention-deficit disorders. “More than one group of children wrote stories after a read-aloud experience, and while listening to music related to the read-aloud, but only had short bursts when not listening to music. [...]
[...] Some companies offer discount rates for student instruments as well. Some argue that not all kids are good at music and may feel left behind. On the contrary, “Music is inherent to human beings and the first intelligence that human beings develop” (Pane). If one considers it, not all kids are good at math or physical education but schools still require it. “Children's brains are hard-wired for music—even babies can produce rhythm” (Central). It doesn't matter, really if a child excels in music or not—it's the exposure to good forms of music that will benefit him the most. [...]
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