All posts by Malka Niknamfard

SBS Chapter 9 Reflection

Reflection

Malka Niknamfard

Prof. Adams

In my opinion, Surrounded by Science’s chapter 9 seemed to summarize and epitomize what we have sought to explain this past semester in our Macaulay Seminar. Although we spent most of the semester discussing how informal science learning is perhaps one of the most beneficial ways in which to ignite interest in science, we extrapolated on that idea and discussed how informal science learning is crucial because not only does it spark interest, but it is the driving force that sustains interest from childhood to adulthood.

I thought back to the first assignment we worked on this past semester, which was to interview people of different ages and to see how informal science is present in their lives, even if they may at times not realize it. When conducting my interviews, I was pleasantly surprised to learn that not only was informal science learning still involved in the lives of the adults that I interviewed, but also that the adults chose their career fields based on interests that had been brought about through an informal learning opportunity that prompted them to pick their future careers. This truly taught me that the interests that people have when they are young have direct impacts on their career and future lifestyles.

Because informal science learning is crucial to the sustenance of interest in science, the establishment of informal science institutions has become a leading source of science education. Through its use of interactivity and hands-on learning, informal science learning that occurs in museums, zoos, aquariums, and science centers has been directly responsible for instilling not only an interest in, but also a true love for science that simply could not be brought about in formal academic settings. Informal science opportunities are crucial in today’s society because they are responsible for igniting interest in scientific topics that most people would otherwise be exposed to via memorization and the study of mere facts that have no application to a person’s daily life. Formal science learning cannot engage individuals by forcing them to memorize facts and simply does not cater to an individual’s interests, and does not sustain a future interest in science in the same way that informal science learning does.

Effects of Music Therapy-Based Bereavement Groups on Mood and Behavior of Grieving Children

The Therapeutic Trio

Russel E. Hilliard’s article “The Effects of Music Therapy-Based Bereavement Groups on Mood and Behavior of Grieving Children: A Pilot Study” sought to study the measure of the effects of music therapy bereavement groups on the mood and behavior of 18 grieving children. Two groups were formed- the experimental (which consisted of 8 sessions of group music therapy and the control group, which featured children who were not exposed to group music therapy. The subjects then participated in a series of psychometric tests that measured behavior, mood and grief symptoms.

As difficult as it is for adults to cope and come to terms with the loss of a loved one, it is all the more painful for young children to cope with a loss. Unfortunately, many children are unable to articulate and express their emotions when trying to cope with grief and are therefore unable to find a suitable method of expression and acceptance of loss.

Music therapy has been used to affect behavior modifications in developmentally delayed children, behaviorally handicapped children, and even children with attention deficit disorder. Additionally, the emotional health of children has been treated successfully with music therapy hen used in school, homeless shelters, children’s hospitals, and even psychiatric community mental health centers.

This study sought to test whether or not a significant decrease in grief symptoms among children would be observed and assessed via psychometric tests.  The subjects used in this experiment were children between the ages of 6 and 11 and had all experienced the death of a loved one within the past 2 years, and an overall presence of grief had been measured at the time of the study. Because grief symptoms vary in children, a battery of four psychometric tests were used. The Behavior Rating Index for Children (BRIC) was used in two separate environments- the home  (evaluated by parent/guardian) and at school (evaluated by a teacher). The BRIC measures the degree of children’s behavior problems and measures the frequency in which children lose their temper, hit or push others, and say or do strange things. Additionally, the Bereavement Group Questionnaire for Parents/Guardians (BP) was designed to detect the type and severity of grief symptoms in children and measured emotions (guilt, sorrow, anxiety, anger, etc.), behaviors (over activity, withdrawing from others, avoiding reminders of the deceased, etc.), thoughts (disbelief of death, panic, sense of presence of deceased, etc.) and physical symptoms (headaches, stomach aches, lack of energy etc.). The BP also states the parent/guardian’s perception of the effectiveness of treatment on the children.

The experiential group sessions were 1 hour in length and consisted of singing, song writing, rap writing, rhythmic improvisation, structured drumming, lyric analysis, and music listening.  These musical techniques were brought in during therapy sessions in which the children not only shared their individual death story, but identified their loved one and were taught to express themselves by learning about what happens to the body after death, sharing something they enjoyed about the funeral or memorial service, and how their lives have change since the death of their loved one. Throughout the process, children were engaged in evoking their emotions vocally through song and even through writing words that expressed how they felt after the loss of their loved ones. Throughout every session, songs wee brought in that related to the topic that was being discusses every day, and students would say how they think the song they are listening to relates to their current feelings and emotions, and seek to identify with a part of the song with which they personally relate to. Additionally, the therapist defined the word ‘grief’ and students would write emotions felt during their grieving experiences while playing the drums. Through out the 8 sessions, different topics such as grief, anger, pain, etc. were discussed, and songs pertaining to those specific topics were played so that the children would be able to relate to them and analyze the ways in which they too felt some of the emotions that were being evoked through the song. Music was identified as a healthy means of expressing anger and pain, and songs were written to relay the pain felt during grieving. Another idea that was touched upon was using music to celebrate and retain the memories of the persons who died. Children replaced song lyrics with nostalgic memories of their loved ones.

In terms of the results, the BRIC test indicated a significant difference between the pre and posttest difference scores of the experimental and control groups and the mean posttest score for the experimental group was 7.22 points lower than the pretest whereas the control group posttest was 1.45 points higher than the pretest. Additionally, in terms of the BP, the mean score of the experimental group lowered 14.89 points after group musical therapy sessions whereas the control group mean lowered by merely 1 point. Parent/guardian perceptions of effectiveness of the treatment indicated that 56% viewed it as “extremely effective” and 44% viewed it as “effective”, and non guardians reported that the treatment was not effective. Also, 88% reported that they would “strongly recommend and 12% reported that they would “recommend” and “not recommend” was not indicated whatsoever.

The subjects that participated in the music therapy showed significant reductions in grief symptoms and behavioral problems as measured by the BP and BRIC, and the guardians found the treatment to be overall effective and stated that they would recommend others to music therapy groups. It was noticed that the children enjoyed attending the music therapy groups and verbalized their enjoyment of participation in the groups, thus proving that music therapy provides a positive medium through which children can work through bereavement and grief.

SBS Chaps 5 & 8 Reflection

Uncategorized

Malka Niknamfard

Sparking interest is perhaps the single most important aspect of informal science learning’s ability to engage and teach learners about science in an outside-of-the-classroom setting. Thus, it is no wonder why sparking interest is the first of the six strands of learning. The first strand states that engagement is a primary motivator that serves to ignite interest in a scientific subject in order for a learner to pursue further sources to expand his or her knowledge and learn more about the subject at hand. In this sense, interest inevitably captures ones attention and prompts the pursuit of further knowledge.

Although interest through informal science is commonly thought to manifest itself by means of museums or zoos, its long-term effects have been proven to have lasting effects on not only the pursuit of future knowledge, but through a “desire to build sustained interest that will bring people back to learn more” (87). A model that researchers have developed in order to maintain long-term scientific interest through informal science opportunities consists of a four-phase model that describes how interests emerge as individuals express more and more interest through repeated experiences. The first phase, situational interest, triggers interest through the situation and environmental features that capture attention because they appeal to an individual’s interests and hobbies. The second phase, called maintained situational interest, is when a person is constantly exposed to positive experiences that involve scientific learning. The third phase, emerging individual interest, is when a person begins expressing interest beyond the informal learning experience that he or she was first introduced to and which may not necessarily attribute to the person’s interest in the topic per se. Lastly, in the well-developed individual interest phase, the person’s choice to pursue the original interest and continue his/her involvement in other activities solidifies a true love of the original scientific topic that was sparked by an initial interest.

I truly believe that interest is the most important concept in terms of maintaining a long-term awareness of scientific knowledge. It is known all too well that students who learn and memorize scientific facts strictly for the purpose of passing tests and getting good grades often end up forgetting all that they learned and never end up pursuing the topic. Informal science opportunities engage learners through hands on learning experiences that appeal to their interests and provide students with a pathway with which to pursue their interests further and learn more about the topic at hand. I experienced this first hand when I went to the Prospect Park Zoo in which I asked a young child what his favorite part of the exhibits were, to which he replied, “I was very interested in the ‘Animals in the Dark’ exhibit because I never knew that some animals only come out at night. I want to go home and learn which animals only like to come out at night and why”. This taught me that when something appeals to someone interests (a child in particular), he or she is motivated to pursue the interest and learn more about it.

SBS chapter 7

Uncategorized

Malka Niknamfard

Professor Adams

Chapter 7 of Surrounded by Science discusses the concept of the accessibility of informal science opportunities to various different cultures and languages. Although it is commonly know that English is the primary language spoken in the United States, it is often easy to overlook the idea that America is known as the great “Melting Pot’ due to its diversity of different races, religions, ethnicities, and cultures. The variety of different cultures is particularly seen in New York, as it is virtually impossible to walk down the streets of Manhattan without noticing the eclectic diversity that New York City harbors.

It is rather upsetting to think that hundreds of thousands of ‘non-dominant’ Americans are unable to enjoy and benefit from the various informal science opportunities that America provides- whether it be museums, national parks, or exhibits. As the daughter of two people who emigrated from Iran as a result of the Iranian Revolution, I witness first hand how both culture and language barriers have prevented my parents from not only assimilating more into American society, but have also hindered their ability to participate and engage in common informal activities.

Another group of ‘non-dominant’ Americans who exhibit interest in informal science projects but are unfortunately unable to experience them are those who lack the monetary means necessary to attend museums and other informal science opportunities. This reminded me of an article that I read that stated that high school students who had the means to afford SAT tutors were rewarded with coveted college seats merely because they were able to afford help in advancing their education, while students who were just as smart did not score as high because they were unable to afford students.

It is crucial to ensure that informal science opportunities are accessible to all people, regardless of there age, race, ethnicity, preferable language, and financial standing. To increase informal science accessibility in order to accommodate all types of people (including those who fall into ‘non-dominant’ groups) more informal science projects should be free of charge. In addition, museums and other visual scientific exhibits should convey their information using multilingual systems so that no language barriers would prevent people from enjoying and learning about science in a stress-free, interesting, and hands on learning environment.

The Effects of Music Assisted Relaxation on Preoperative Anxiety

The Therapeutic Trio

The Therapeutic Trio

The journal article titled “The Effects of Music Assisted Relaxation on Preoperative Anxiety” sought to describe the effects that music had on calming 20 pediatric burn patients between the ages of 8 and 20 who were preparing to undergo surgery. The purposes of this study were to determine whether or not there was a significant decrease in anxiety scores and physiological indications of stress following Music Assisted Relaxation interventions prior to surgery.

This article seeks to shed light on a different aspect of musical therapy’s potential to affect people in need of recovery and discusses the idea that not only can music be used to improve medical, physical, emotional and psychological health, but it is also used to calm people down prior to an operation. Before people undergo surgery, they experience anxiety due to emotional and physical distress as well as thoughts of fear, pain, and even potential death.

This experiment was prompted by past advancements n the field of music therapy in which many studies were carried out in order to demonstrate the effects of music on an individual’s physiological and emotional state in anxiety-causing situations. In a study conducted by Kaempf and Amodei, individuals who underwent arthroscopic surgery experienced a significant decrease in respiration rate, systolic blood pressure, and anxiety scores when being exposed to music listening interventions. In a similar study, Moss found patients who received music listening interventions had a significant decrease in their anxiety scores and experienced less of an increase in heart rate that the patients who did not receive music intervention. Additionally, Ralph Spintge compared groups of patients who received anxiolytic music as treatment with patients who received traditional psychopharmacologic treatments and concluded “music influenced all levels of the emotion ‘anxiety’ by reducing the need for drugs such as sedatives, analgesics, and anesthetics by 50% of the usual dosage” (Robb).

The aforementioned studies aptly convey the beneficial effects of music listening and relaxation interventions for anxiety management, and although it has long been known that music produces behavioral, emotional and physiological changes, research is now focusing on what characteristics of music are responsible for affecting the mind and body in such specific ways. It has been determined that slow to moderate tempos that are at or below a resting heart rate of 60 beats per minute are most beneficial, as well as a smooth, flowing rhythm without sudden changes. In addition, melodies that are slow and sustained as well as low pitches that promote relaxation and elicit soft music are key in decreasing heart rate and conductance level.

The study that this particular journal addresses was designed to examine the effects of a music assisted relaxation program on the physiological and emotional status of pediatric burn patients undergoing a surgical procedure. In terms of the experimental group, music assisted relaxation (MAR) interventions were presented to patients in the evening prior to surgery in order to familiarize the patients with the instruments that would be used the following morning prior to surgery. The following morning, the subjects were asked to get comfortably settled, the lights were dimmed, and music was played free field at an accommodating volume. The registered music therapist (RMT) lead the subject “through deep diaphragmatic breathing, progressive muscle relaxation, and imagery, which was used during breathing and muscle relaxation portions of the session, as well as ending with an imaginary trip that had been described by the subject the evening prior to interventions. On the way to the operating room and while undergoing anesthesia, subjects listened to music through headphones and the RMT served as a transitional figure that offered emotional support through the explanation of environment as well as supportive touch. In terms of the control group, patients received preoperative interventions that were normally given to all patients in hospitals and did not receive MAR interventions or music listening during any portion of their surgical experience.

The State-Trait Anxiety Inventory for Children (STAIC) was used to demonstrate the effectiveness of MAR intervention in decreasing anxiety and the scores revealed a significant decrease in anxiety from the pre to posttest period of the experimental group (p=.0082), while no significant difference was observed in the control group.  Results of the study show that subjects who received MAR interventions preoperatively experienced a significant decrease in anxiety, as measured by the state portion of the STAIC. When compared with subjects who had not received these interventions, MAR subjects revealed significantly lower anxiety scale scores, and patients even revealed that they experienced less anxiety, were better able to relax and sleep, and if given the opportunity, would use MAR for future surgeries.

Although physiological measures of heart rate, respiration rate, blood pressure, and temperature showed no significant change from the pre to post intervention, a slight decrease in heart rate was seen for the experimental group. However, this study did succeed in conveying the benefits and effectiveness of MAR interventions preoperatively to manage stress and anxiety. The effects that were observed and proven included decreased perceived anxiety, increased relaxation, increased coping strategies, and emotional support to the patient and his/her family.

NPS reflection

Reflection

Reading the assigned chapters of NPS really provided insight into the Jamaica Bay and the people who inhabit the area around it. Considering the fact that I had never even heard of the Jamaica Bay before this past Monday’s class, I was shocked to read about how important it is to the lives of so many people and how the people who have emigrated to the area have not only changed the dynamics of the Bay, but have also utilized the resources the Bay provides. Not only does the Jamaica Bay foster a great deal of biological and ecological diversity, but it has also been crucial to the organization of religious congregations, and to this day remains an integral part of the celebration of different cultures and religions.

However, perhaps the most interesting thing that I learned about was the sacredness and spirituality of water to many different religions, especially for the Hindus who have settled around the Bay and believe that Mother Ganga, the goddess of sea and running water, manifests itself through the Jamaican Bay. Mr. Veerapan even explains that “Water is a cleaner, giver of life, a sustainer of plants; we can’t exist without water.  It is vital for life, for everything.  The ocean is the mother of all…Devotees do not pray to the water as a physical entity, or an idol, but rather believe that coming into contact with the sacredness of water, as a source of life and spirituality, is important for liberating devotees from impurity”.

This idea truly sheds light on a different aspect of appreciation of a natural resource. Most people who see a lake (or any body of water for that matter) often solely pay attention to the aesthetic beauty and do not entertain the idea that the body of water can signify something much greater than simply beauty. The Jamaica Bay embodies a source of pride, tradition, and culture for many different groups of people and it has been truly eye-opening to realize that a simple bay can signify so much and play such an integral role in the lives of so many people.

Art & Science Reflection

Uncategorized

If you had asked me yesterday what the connection between science and art is, I would blatantly tell you that there is none. In my mind, I had always thought of science as a factual concept that is taught in lecture classrooms and other academic settings, while art serves as an extra-curricular method of entertainment and amusement that is usually done outside of classroom walls. After all, it has been scientifically proven that the left side of one’s brain is the “logical” side that pertains more to critical thinking, mathematics, and science, while the right side of the brain is know to be the creative and artistic side. With this idea in mind, it is quite difficult to think that science and art can somehow be related, especially because different parts of the brain are separately accessed when engaging in science related material versus artistic material.

Therefore, I must admit that I initially found solace in reading Ashley Taylor’s article titled “The Art of the Brain: ‘Brainbow’ and the Difficulty of Distinguishing Science and Art” and seeing that her hypotheses seemed to match my idea that science and art have little to nothing to do with one another. However, after further reading the article, I learned that art and science are indeed connected and are by no means mutually exclusive. One thing that Taylor mentions in her article is that initially, she would have thought that science and art are different because science is conducted by following the steps of the scientific method and finding a conclusion from the data obtained in the end while art is done in a single step and the purpose of a work of art is often up for discussion. However, biologist Jefffrey Lichtman explained that often, science does not follow the conventional steps of the scientific method. Rather, science research is often sparked by an observation that eventually leads to formulation of a hypothesis that often does not have a definite conclusion. So too, artists observe something that inspires them to produce a work of art that can be interpreted differently by each observer. Thus this article proved that science and art have a lot more in common than what initially meets the eye.

The second article titled “Art as a Way of Knowing” by Marina McDougall, Bronwyn Bevan, and Robert Semper went on to discuss not only the similarities between art and science, but how art can be used to further advance science and make it accessible to people who would otherwise have no interest in it. The article explains that through the use of art’s aesthetics, it is effective at engaging learners and art “enchants and invites participation” (7) through its ability to provide hands-on experiences. This way, science can be accessible and appreciated by people who would otherwise express no interest in the pursuit of scientific knowledge. This was directly seen in the Midwood community gardens project in which the planters were decorated not only to attract the children in the park and invite them to learn about the planting mechanisms that were enclosed in the planters, but so that students who were learning about the plants could also be directly involved in the creation of these planters. Art can thus be crucial to engagement, participation, and overall understanding of science and its contributions to the world around us.

Place-Based Education Reflection

Reflection

Malka Niknamfard

In recent years, place- based education has become a flourishing method of educating the public through hands- on learning experiences. The publication Place-Based Education by the Orion Society defines this idea as a process of exposing people to hands on, tangible learning experiences that are ubiquitously found in the environment and community. This method of educating citizens is not only a way to directly expose people to what is going on in the scientific community as well as the environment around them, but it also makes them feel as though they have a direct impact on what is going on around them and that they can be directly responsible for benefitting the world around them.

Reading this article made me think back to the time I visited the L.A zoo when I was unable to go to the Bioblitz in Central Park. Although I had visited the zoo many times before, in addition to teaching us about the different animals, the tour guide that helped my group spent a lot of time talking about conservation and preservation of the environment. The tour guide taught us about how important it is to save the trees not only for the animals that live there, but also because they provide countless benefits for all humans. He showed us the polar bear habitat and taught us about the effects f global warming on the environment, and how it directly affects organisms such as polar bear.  In addition, he showed us the different plants and bushes that harvested different foods and natural plants that are commonly used to make medications. Although I have learned about the importance of environmental conservation through school, the idea did not really resonate with me until I got a first-hand look at what it really means to preserve the environment, and I was able to see the direct results of neglecting proper treatment of environment.

 

Surrounded by Science Chapter 4 Reflection

Reflection

Malka Niknamfard

Professor Adams

Surrounded by Science- Chapter 4

10/7/13

People are often under the impression that studying science involves isolating oneself from the outside world while reading factually- based textbooks, analyzing data, and conducting experiments. After all, a common stereotype regarding scientists depicts a man or a woman who wears a white coat and secludes him or herself in the science lab and spends the entire day conducting experiments. However, the truth of the matter is that although people are capable of memorizing different facts, ideologies and theorems, the scientific world is built on communication among different scientists and other people who study science, and the transfer of experimented data and information that supplement theorems that are being tested.

Thus, it is truly an understatement to say that the daily interactions that people have with one another directly affect what they know about the world and the environment around them. In order for people to be able to understand and digest the material that they are learning, it is crucial to discuss and engage in conversation with others in order to reinforce what was learned and even perhaps to supplement the material that was initially learned. This way, scientific information can be exchanged between people and can be learned and understood in its entirety.

For the aforementioned reason, I think that the job that both parents and teachers have is crucial to advancing society. Parents and teachers are responsible for instilling information within their children and students, and without their input, children would solely be learning things from there own experiences. Simple things like familial conversation at the dinner table or a class discussion about the environment prompt children to learn and gain insight regarding the world around them through the eyes and mouths of those who are more experienced than they are.

Surrounded by Science- Chapter 3 Reflection

Reflection

Malka Niknamfard

Professor Adams

9/30/13

Surrounded by Science Chapter 3

Chapter 3 of Surrounded by Science deals extensively with the idea of interactive experiences and how essential they are in terms of sparking children’s and even adults’ interests in scientific exploration.  Interactive experiences effectively teach students material that they are able to understand and retain because they are efficient means of triggering interests and engagement. For example, a particular exhibit that was designed to teach visitors about the form and function of the human skeleton consisted of a stationary bicycle that a visitor could ride and when the visitor pedaled the bike, the exhibit was arranged so that an image of a moving skeleton appeared inside the pedaling person’s reflection. The movements of the legs and skeleton attracted the visitor’s attention to the role and structure of the lower part of the human skeleton, thereby engaging a person’s interest in the subject at hand.

People can be exposed to interactive experiences in a variety of ways- a strategy for supportive learning commonly referred to as ‘multiple modes’. Interactive experiences manifest themselves through simple things such as turning knobs, spinning wheels, or pushing buttons that people can manipulate in order to discover an answer, or they can be experienced via hands-on involvements such as engaging with objects or animals or being a part of a scientific investigation.

Lastly, interactive experiences are crucial when it comes to teaching people about science because when people are able to determine answers to questions through solitary experimentation, they feel as though they understand the material at hand better, and feel as though they are directly responsible for making a significant contribution to the scientific community a well as to gaining scientific knowledge that they would otherwise solely be exposed to via a textbook. Thus, places such as museums, botanical gardens, nature centers, and other informal science venues play crucial roles in hands-on learning and directly impact the way students learn about the scientific community.