The Uncanny, A Freudian Term, By Sigmund Freud - 1993 Words

The â€Å"uncanny†, a Freudian term, is used to describe a situation or feeling that feels familiar and foreign at the same time. Through the writings and ideas of Ernst Jentech, and Sigmund Freud, it is defined. Between them the uncanny is described as ...intellectual uncertainty; so that the uncanny would always, as it were, be something one does not know one’s way about in. The better oriented in his environment a person is, the less readily will he get the impression of something uncanny in regard to the objects and events in it. In Freud’s essay he states that â€Å"the â€Å"uncanny† is that class of the terrifying which leads back to something long known to us, once very familiar†. Being part of the terrifying, the uncanny is undefinable as†¦show more content†¦Predominantly known for his sculpture, installation, video, neon, and performance; his subject a strong focus on the human and an artist’s condition. Themes of lang uage, process and the body influenced by the dichotomy between psychological and physical states. His work generates a flood of mixed emotions as he explores extreme differences that we as human beings experience and relate with, creating a commonality that automatically connects with anyone participating in Nauman’s work. The uncanny and the abject are two words that could be used when talking about and experiencing some of Bruce Nauman’s works. The unsettling nature of Nauman’s work forces us to look at things that maybe we try not to. His video works tend to be focused on the body as a material and the truths which are told from this. In his video, Poke in the Eye/Nose/Ear 3/8/94 Edit (fig.2), Nauman himself does exactly what the title says. The video is zoomed in on the specific facial feature and projected large onto the wall; it is in slow motion and on loop. By zooming in Nauman eradicates interpretations of gender and race and therefore only revealing the bodies truths in this uncanny action of poking oneself in the eye. The video itself is a little irritating and unsettling to watch, as we can only imagine this action being performed on our ourselves but it is amplified by the slowed down time of the video and itsShow MoreRelatedSigmund Freud s Frankenstein 1299 Words   |  6 PagesSigmund Freud lays out an understanding instances of the definition of the uncanny. 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He explained the definition of the uncanny which â€Å"the uncanny is that class of the frightening which lead back to what is known of old and long familiar.† One can see the relation of the uncannyRead MoreEssay on Psycho-Analysis in Mary Shelleys Frankenstein2375 Words   |  10 PagesPsycho-Analysis in Mary Shelleys Frankenstein Sigmund Freuds studies in psychoanalysis are uncannily fore-grounded in the late romantic period. The works of William Wordsworth, Percy B. Shelley, Lord Byron, and Mary Shelley, all function as poetic preludes to Freuds 18th century field. Particularly, it is Mary Shelleys Frankenstein that creates a fictional rendering for psychoanalyst. In Frankenstein, Victors rejection of the Monster metaphorically represents the egos rejection of theRead MoreThe Artistic Interventions Of The Freud Home / Museum Communicate Ideas Around Memory And The Uncanny2273 Words   |  10 PagesAnalyse the ways in which the artistic interventions made in the Freud home/museum communicate ideas around memory and the Uncanny. Austrian neurologist Sigmund Freud, developed an entirely new way of understanding the human mind; he is regarded as the founder of psychoanalysis. His London home was used by the Freud family from 1938 until the death of his youngest daughter Anna in 1982, it has since then become a museum to honour Freud preserving parts of the house such as the iconic study as it wouldRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1822 Words   |  8 Pagesthat Stevenson chose to set his story in London, not his native city Edinburgh, says a lot about his desire to question the norms of society at that time. 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Through a Freudian psychoanalysis, the following essay will study the characters of the Shotover sisters in order to show how repressions and neurotic behaviour can impact their relationships with others, as well as look at Ellie through a capitalist lens. To begin the analysis, we first need to go back to the most prominent source of knowledge on psychoanalysis and look at Sigmund Freud’s thoughts on repressions and neuroses. A working definitionRead MoreFight Club: The Id, the Ego, and the Super-Ego Essay3982 Words   |  16 Pages the ego, and the super-ego inherently display the Freudian reality principle that purports the ego is tempered by experience and conscious, the civilized part of one’s consciousness that designs action plans so one may be a civilized member of society, this is to say be accepted by society. The formation of a societal accepted identity coordinating with the real world can only occur if, and only if, there is a controlled and directed id. Freud wrote, â€Å" †¦ like a man on horseback, who has to hold

How Permanent Are Permanet Markers Free Essays

For my science fair project, I figured out what solvent would work best to erase permanent marker. The solvents I tested were: lemon juice, vinegar, water, and rubbing alcohol. I tried each of these solvents on a permanent marker line on plastic, paper, fabric, and wood. We will write a custom essay sample on How Permanent Are Permanet Markers or any similar topic only for you Order Now In this research paper, I will be talking about what a permanent marker is, how they are made, why they work so well, what rubbing alcohol is and its common uses, what vinegar is and its common uses, what water is and why water is so essential, and what exactly lemon juice is. I will also be talking about how plastic is made, how fabric is made, how wood is made, and how paper is made. A permanent marker is a type of writing utensil that is used to create permanent lines on almost any surface. The ink of a permanent marker is water resistant, contains propanol, butanol, diacetone alcohol, and different dye colorings, and can vary between all colors from black to yellow. The process of creating a Sharpie permanent marker is not very long or complicated. First, the barrel of the marker is molded out of a plastic resin. Screen printing is added to the barrel, including information such as the description of the color of the ink and the Sharpie logo. A filament made out of cotton material is used to hold in the ink as it is inserted into the barrel. A needle is used to inject the permanent ink from the opposite end of the barrel. Then the writing tip is applied. The cap is placed on the Sharpie marker and the permanent ink is slowly absorbed into the tip of the marker. The Sharpie is the most popular permanent marker company worldwide. The brand â€Å"Sharpie† was founded in 1857 and sold ink and glue. Any permanent marker’s ink must contain three ingredients to work. These ingredients are colorant, carrier, and resin. The colorant is what gives the ink its color. Colorants in permanent markers are often pigments, instead of dyes, because pigments fade less easily and do not bleed through paper. Dyes are soluble in water, whereas pigments are not. Dyes cannot withstand light as long as pigments can, although dyes are generally available in a wider spectrum of colors. Carriers are what transmit the dye to the paper. They must be able to evaporate quickly once the ink is used. Carriers used to be made up of chemicals such as xylene and toluene, but were vastly replaced by alcohol-based markers in the 1990s. The resin is what causes the ink to stick to a surface. It must have a â€Å"sticky† quality. The resin forms a film over the pigment once the carrier evaporates. The reason that permanent marker works is because permanent ink soaks into a surface, whereas regular erasable ink does not soak into surfaces, but binds to surfaces. Permanent ink is made with resins and dyes dissolved in glycol and water. The ink dries when the glycol or water evaporates and it soaks into the surface, leaving a permanent mark. There are ways to effectively remove ink from permanent markers. Alcohol will work to erase permanent marker on almost any surface. Many items, such as hairspray or deodorant, contain alcohol and could effectively erase permanent marker. Baking soda is another well-known permanent marker remover. Vinegar was one of the solvents I experimented with. Vinegar is the product of the fermentation of ethanol. The very slow fermentation process can take weeks or even months and occurs naturally. With a machine to help promote oxygenation, however, fermentation can be as quick as a few days. The typical pH of vinegar can range from 2 to 3. 5. Vinegar can be used for many things, such as a cooking ingredient or condiment, it can be used for household cleaning, it has medicinal properties, and it even has agricultural applications. Lemon juice was another solvent I experimented with. Lemon juice is exactly what it sounds like. It is lemon juice squeezed from a lemon. Lemon juice has similar nutritional values as the whole lemon. Lemon juice is an excellent source of Vitamin C and can help your body against harmful germs and bacteria. Lemons are also antioxidants and can help the brain and nerve cells as well as having calcium to help your bones and teeth. The solvent that worked best in my experiment was rubbing alcohol. Rubbing alcohol is a denatured alcohol especially used as an antiseptic. It can also be used to cool, warm, or soothe skin. It can inflame the skin and if ingested, may potentially be fatal. Rubbing alcohol consists of 2 ingredients: isopropyl alcohol and water. In fact, rubbing alcohol consists of so much isopropyl alcohol (70%) that it is often referred to just as isopropyl alcohol. Water was the final solvent that I used in my experiment. Water is essential for anything and everything. Human beings need water to stay hydrated and survive. All living creatures need water to stay hydrated and survive. Everyone uses water every day; whether it’s to shower, brush their teeth, to drink, swim, wash their hands, or to water plants. Seventy percent of the world is made up of water. Water contains two hydrogen atoms and one oxygen atom, and is often referred to as H2O. The H2 stands for the 2 oxygen atoms and the O stands for oxygen. Water can be a liquid, solid, or gas. Water in its regular state is a liquid, can be frozen to form ice, which is a solid, or boiled at 100 ° C to evaporate it and turn it into water vapour, which is a gas. Plastic was one of the surfaces I used in my experiment. Plastic comes from the Greek word plastikos, which means fit for moulding. Plastic is made using a long and complicated process. First, petroleum is drilled and transported to a refinery. Then, crude oil and natural gas are refined into many petrochemical products such as fuel for your car, ethylene, and propylene. Catalyst is combined with ethylene in a reactor, resulting in polymer, a powdered material. Afterwards, the polymer is combined with additives in a blender. The polymer is put in an extruder, where it gets melted. The melted plastic is now cooled and a machine cuts the plastic into small pellets. The pellets are shipped to industries. The industries manufacture plastic products by melting the pellets to a semifluid state, putting it in a mould under great pressure, and hardening it. The mould opens and the product is completed except for detail work. Another surface that I used in my experiment was paper. To make paper, first trees are specially harvested like crops for the purpose of making paper. Logs of wood are put through a machine that takes off all the bark on the tree. Then, wood chippers cut the wood into 1 inch bits and the bits are put inside a pressure cooker with chemicals and water. The pulp is then washed, refined, cleaned, and turned to slush in a machine that beats the pulp. Color dyes, coatings, and other substances are mixed in and the slush is pumped onto a moving wire screen. The water is drained away on the screen and is recycled. The web of slush is rolled between large rollers to remove a large amount of the excess water and to ensure smoothness and uniform thickness. The resulting product is run through heated drying rollers to remove all of the remaining water. The completed paper is wound into large rolls, which can measure up to 30 feet wide. A slicer cuts the paper into small, more manageable rolls. The paper is now ready for use. Wood was the third surface I used in my experiment. The process for making wood is quite simplistic. First, logging companies cut trees down and bring them to a mill. There, they are prepared for particular uses. Machines cut the logs into boards and are sealed or pressure-treated to preserve them. Then the boards are either sold through a lumberyard or sold directly to companies which need them. Fabric was the final surface that I tested the removal of permanent marker on. Cotton fabric also has a lengthy process. First, the ginning, which is the method of separating cotton fibres from seedpods. This is done by machines in a cotton field. Then, the cotton fibre is spun. Yarn is produced from spinning cotton fibre. In this stage, the cotton yarns are made of different thicknesses. Afterwards, a machine weaves threads of yarn, which eventually turn them into cloth after weaving many threads together. Now, the cloth is basically constructed, but must go through some detail work. First, the cloth goes through singeing, which is the process that burns off excess fibres sticking from the goods. Then, the cloth goes through scouring, which is the cleaning of the fabric. Then, some fabrics are bleached to make it a lighter colour. Mercerizing, which is the dipping of fabric in alkali to make it stronger, shiny, durable, shrink free, and stretch free, comes next. Finally, the fabric is treated with chemicals to make it more durable, and it is shipped off to companies that will either use or sell it. Vinegar, water, lemon juice, and rubbing alcohol all have many uses around the house, but when it comes to erasing permanent marker, rubbing alcohol definitely beat the rest. How to cite How Permanent Are Permanet Markers, Essay examples

Sports and games free essay sample

Games and sports have an important role in the life of a young man. They are those activities which we pursue for the sake of pleasure. They are different from work or daily duties which we perform to earn money. There is a slight different between games and sports. Sports and Games have an importance in education. Games are played by groups of players or teams,such as football, cricket, hokey,etc On the other hand, sports are played by players in their individual capacity, such as races, jumps, athletics,etc. Source of recreation: Games and sports are a very cheap and popular source of recreating one self. Recreation is an important requirement of human life. No human being can afford to remain busy day and night earning money like a machine . Over work has adverse effect on human health. Such a man becomes aged too soon. Human life becomes dull and boring . We will write a custom essay sample on Sports and games or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Every worker needs some leisure after performing his daily duties. He must get time to feel free and enjoy himself in any way he likes. There are people who want to go to sleep or gossip,wander or play cards or enjoy music during leisure. But is not a healthy use of this time. If a man remains sitting at his house ,he will go on thinking about his tired mind and body his problems and responsibilities. His mind will not get relief from the burden of painful worries . The best thing for him would be to go out and play some game. It will refresh his tired mind and body. When a man is busy in playing come game or witnessing some match, he is lost in its excitement. He forgers his painful thoughts for the time being, and this is very useful for mental health. Useful for health: Games are also useful for physical health. It is said that human body is just like a machine . If a machine remain out of action for a long time ,it becomes rusted. Similarly if human body is kept idle and inactive for a long time, it also gets out of order. An idle person falls an easy prey to diseases. In fact ,motion is the law of life. All those things of nature which are moving and struggling are alive. Therefore,kind of physical exertion is essential for keeping human body fit and smart . That is why players look more young and energetic than the other people. They can face the attack of diseases bravely. The need of physical exercise has become very great in the modern age. Science has made our lives very comfortable and lethargic. People do not like even to walk over a short distance. They take rich food but have nothing to exert to digest it . There fore , most of the rich people suffer from fatness, gas-trouble ,blood-pressure diabetes heart trouble,etc. All these diseases are the result of over-eating and and physical illness. Therefore,we must play come game to keep ourselves physically fit and health. Personality Development: Games also play an important part in the development of human personality. They produce the qualities of leadership and self-confidence in young men . They learn practical wisdom and such values of life which cannot be learnt from books and class room lectures. Every game is played according to certain rules. No player can be careless or selfish . Therefore, games provides us training in discipline ,regularity ,punctuality and co-operation. A player also learns patience and the quality of tolerance. He learns how to tolerate unpleasant situations ,insulting remarks and foolish behavior. He develops sport mans spirit and becomes large hearted and broad-minded. This quality proves useful in his practical life as a government officer of businessman. A player gets more chances to mix up with young men of different minds ,interests, habits and manners. He learns how to deal with them and how to adopt their good qualities . Therefore ,games provide practical training in human under standing and human relation, it is this reason that sports men are preferred for army and police services. INTERNATIONAL IMPORTANCE OF GAMES: Games are no longer a matter of private interest of young man. They are encouraged and patronized by the government. Games and sports have assumed international importance . Every year competitions in different games are held in different parts of the world, such as Olympics, World Games,Asian Games, Champions Hockey, etc. But players and team of different countries take part in these international competitions. They compete with one another and earn fame and honour for themselves and their countries. That is why a good player is a good ambassador of his country. He makes the name of his country famous all over the world like Imran Khan and Jahangir Khan of Pakistan. The players are also called the ambassadors of peace, because they help in promoting the feelings of friendship and co-operation in the world. The nation that love to play together do not like to fight against each other. In short games and sports have great significance for the persons as well as nation. But it is very regrettable that they have not been given proper importance in our system of education. It is true that all kinds of games are player in our school ,college and universities. But majority of the students of the students consider it wastage of time to play game this is because there is no credit for being a player . If a students is a player ,no mention of it is made on it is degree. He gets employment mainly in view of his academic performance. Therefore , all of our students become book worms ,burying themselves in books and mugging important questions from the examination point or view. This has had effect on their health and training of character. This situation can be reformed if played is made compulsory for all students and there are fixed marks for being a sports man . This will improve our national health and will save our students from aimless wandering and taking part in unhealthy activities.

Science Fair Experiment Essay Example

Science Fair Experiment Essay Rock it out loud: discovering the location of harmonies that make your guitar sing. Purpose: To identify the locations of harmonics on an acoustic guitar and relate them to guitar string lengths. Hypothesis: If I pluck the sixth string of the guitar from frets nine- twelve, then those frets will not produce harmonics that are able to be heard clearly. Materials: Acoustic guitar ( adult or child sized) Cloth tape measure, metric Lab Notebook Procedures on finding harmonics on your guitar: 1. Select a string and starting at the twelfth fret, try to play a harmonic in that fret by lightly damping the string above the twelfth fret. . If a harmonic is heard (and you hear a ringing, bell-like tone), then mark that location in your data table with a filled-in black circle. b. If a harmonic is not heard (if the string sounds dead or dull or makes no sound at all when plucked), then mark that location in your data table with an open circle. 2. Continuing on with the same string, repeat step 1 for all frets, from fret 11 down to fret 1. 3. Repeat steps 1–2 for two additional strings. Procedures on relating the location of the harmonics to the location of the strings: 1. Measure the length of one string, from the nut to the bridge, with the tape measure. All strings are the same length on a guitar, so it does not matter which one you choose. ) You will probably need a helper to take this measurement accurately. Write down your measurement in your lab notebook. 2. Make a data table for each string tested, like the one below. The first entry in the data table is an example, so the numbers in your data table may look different. Continue reading the rest of the steps to understand the information youll record and calculate. You will be calculating at what fraction of the strings length each of the harmonics were heard. 3. Using the data table that looks like your fretboard, list all of the fret numbers where a harmonic was heard (all the filled-in circles) in the first column of the first strings data table. 4. Measure the distance from the nut to the fret where each harmonic was heard with the tape measure and record this value in the second column of your data table. 5. Calculate the fraction of the total string length by dividing the distance from the nut to the fret by the string length, and enter your calculation in the third column of the data table. 6. Obtain the reciprocal of the fraction and enter that in the fourth column of the data table. . Figure out the closest whole number to the reciprocal to obtain the harmonic number for the fifth column. 8. Repeat steps 3–7 for the other two strings that you tested. String One Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard Fraction of the total string length ( Distance from the nut t o the fret, divided by the strings length) Reciprocal of the fraction Closest Whole integer (harmonic number) 12 y/n /66= 11 y/n / 66= 10 y/n /66= 9 y/n /66= 8 y/n /66= 7 y/n / 66= 6 y/n /66= 5 y/n /66= 4 y/n / 66= 3 y/n 66= 2 y/n /66= 1 y/n /66= String Two Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length) Reciprocal of the fraction Closest Whole integer (harmonic number) 12 y/n /66= 11 y/n / 66= 10 y/n /66= 9 y/n /66= 8 y/n /66= 7 y/n / 66= 6 y/n /66= 5 y/n /66= 4 y/n / 66= 3 y/n /66= 2 y/n /66= 1 y/n /66= String Three Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard We will write a custom essay sample on Science Fair Experiment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Science Fair Experiment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Science Fair Experiment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length) Reciprocal of the fraction Closest Whole integer (harmonic number) 12 y/n /66= 11 y/n / 66= 10 y/n /66= 9 y/n /66= 8 y/n /66= 7 y/n / 66= 6 y/n /66= 5 y/n /66= 4 y/n / 66= 3 y/n /66= 2 y/n /66= 1 y/n /66= String Four Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length) Reciprocal of the fraction Closest Whole integer (harmonic number) 2 y/n /66= 11 y/n / 66= 10 y/n /66= 9 y/n /66= 8 y/n /66= 7 y/n / 66= 6 y/n /66= 5 y/n /66= 4 y/n / 66= 3 y/n /66= 2 y/n /66= 1 y/n /66= String Five Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length) Reciprocal of the fraction Closest Whol e integer (harmonic number) 12 y/n /66= 11 y/n / 66= 10 y/n /66= 9 y/n /66= 8 y/n /66= 7 y/n / 66= 6 y/n /66= 5 y/n /66= 4 y/n / 66= 3 y/n /66= 2 y/n /66= 1 y/n /66= String Six Data Table Fret Number where a harmonic was heard Distance from a nut to a fret where a harmonic was heard Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length) Reciprocal of the fraction Closest Whole integer (harmonic number 12 y/n 11 y/n 10 y/n 9 y/n 8 y/n 24 24/66=2/5 5/2= 2. 5 3 7 y/n /66= 6 y/n / 66= 5 y/n /66= 4 y/n /66= 3 y/n /66= 2 y/n / 66= 1 y/n /66= Graph of data Analysis of the data throughout my data, I discovered that strings five through one had the same consistency of easily producing harmonics without me pluck the string with a lot of force. What I found unclear of this experiment was that strings six, five, and four are made of the same material of string yet string six didnt produce any harmonic from frets 12 through nine. Conclusion indeed my hypothesis was supported by the data present. String number six did not produce a loud enough harmonic when pluck through frets nine through 12 but did produce sounds through 11 to one. At one point in the experiment I had to retrace my step because of a slight miscalculation. Overall this experiment gave me a chance to become informed about my acoustic guitar and the location of harmonics; a wonderful experiment. Bibliography Macfarlane, P. (2007). Lesson 46: Harmonics. Retrieved October 3, 2010, from http://www. guitarlessonworld. com/lessons/lesson46. htm Lorange, K. (2008). Natural harmonics. Retrieved October 8, 2010, from http://guitarforbeginners. com/media/harm. wmv Audacity Developer Team. (2000, May). The Free, Cross-Platform Sound Editor. Retrieved October 19, 2010, from http://audacity. sourceforge. net/ National Center for Education Statistics (n. d. ). Create a Graph. Retrieved October 19, 2010, from http://nces. ed. gov/nceskids/CreateAGraph/default. spx Strong,k (2010). science buddies. Retrieved from http://sciencebuddies. com/ Rock It Out Loud Talia Quinones Celebration High School, Celebration, Fl USA Abstract The purpose of this project is to identify the locations of harmonics on an acoustic guitar and relate them to guitar string lengths. The procedures of my experiment are in two sections. Section one is Procedures on finding harmonics on your guitar:1. Select a string a nd starting at the twelfth fret, try to play a harmonic in that fret by lightly damping the string above the twelfth fret. a. If a harmonic is heard (and you hear a ringing, bell-like tone), then mark that location in your data table with a filled-in black circle. b. If a harmonic is not heard (if the string sounds dead or dull or makes no sound at all when plucked), then mark that location in your data table with an open circle. 2. Continuing on with the same string, repeat step 1 for all frets, from fret 11 down to fret 1. 3. Repeat steps 1–2 for the additional strings. Procedures on relating the location of the harmonics to the location of the strings:1. Measure the length of one string, from the nut to the bridge, with the tape measure. All strings are the same length on a guitar, so it does not matter which one you choose. ) 2. You will probably need a helper to take this measurement accurately. 3. Write down your measurement in your lab notebook. 4. Make a data table for each string tested, like the one below. The first entry in the data table is an example, so the numbers in your data table ma y look different. Continue reading the rest of the steps to understand the information youll record and calculate. You will be calculating at what fraction of the strings length each of the harmonics were heard. . Using the data table that looks like your fretboard, list all of the fret numbers where a harmonic was heard (all the filled-in circles) in the first column of the first strings data table. 6. Measure the distance from the nut to the fret where each harmonic was heard with the tape measure and record this value in the second column of your data table. 7. Calculate the fraction of the total string length by dividing the distance from the nut to the fret by the string length, and enter your calculation in the third column of the data table. 8. Obtain the reciprocal of the fraction and enter that in the fourth column of the data table. 9. Figure out the closest whole number to the reciprocal to obtain the harmonic number for the fifth column. 10. Repeat steps 3–7 for the other strings that you tested. For my data (described in the tables), I listed the fret number, distance from the nut to the fret where the harmonic was heard,Fraction of the total string length ( Distance from the nut to the fret, divided by the strings length),Reciprocal of the fraction, and Closest Whole integer (harmonic number). ndeed my hypothesis was supported by the data present. String number six did not produce a loud enough harmonic when pluck through frets nine through 12 but did produce sounds through 11 to one. At one point in the experiment I had to retrace my step because of a slight miscalculation. Overall this experiment gave me a chance to become informed about my acoustic guitar and the location of harmonics; a wonderful experimen t.

The Capabilities of New Technology in Education Essays

The Capabilities of New Technology in Education Essays The Capabilities of New Technology in Education Essay The Capabilities of New Technology in Education Essay THE CAPABILITIES OF NEW TECHNOLOGY IN EDUCATION Nowadays, new technology requires educational institutions to be responsive to the needs and demands of the country considering the significant role of Education in its social and economic development. Our country neighbors such as Japan, Singapore, Hongkong, Taiwan, South Korea do give priority to education specifically when it comes to modernization of instrumental technology. They do believe that such advancement is an answer to the emerging global problems which concerns Information Transfer and Cybernization. The Philippines for sure underscores the same thing as embodied in the 1987 Constitution which manifest that the State shall protect and promote rights of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. The Philippines education upholds two specific national goals: global competitiveness and people empowerment. These are primary reasons why the school whether under the umbrella of CHED or DepEd are aiming at producing quality graduates who can uphold the country of excellence in their performance outputs. Thus, the college graduates of today are faced to a new kind of organization vehicle where the future will today be different from the past. The world is now confronting the dramatic change which is the emergence of knowledge in which aspects of the future now co-exist with the present, such as the use of the internet, powerful personal computers, real-time video-conferencing, global positioning systems and many other frontiers of science and technology. The educational community is the entrance of the technological age and all are rushing headlong into computerization and globalization. Moreover, the need for continuing computer literacy is emphasized not only for the students but for the school administrators and the teachers as well. Many colleges and universities, public or private, are in the processing to have more or these new technological facilities with the strong belief that technology is the single most important area which the students must master o succeed in the 21st century. Hence, the educators and everyone in the academe are now confronted with the dilemma of catching up with the advancing technology. These do not only mean throwing computers into labs and expecting users whether teachers or students to integrate technology effectively into the instruction of varying disciplines. How can this new technology be brought into the classroom so that it becomes an integral component of the school’s practice develop ment? What is certainly the role and capability of computers, multimedia and other modern technological devices to justify their use in the educational institutions.? This paper underscores the immediate need and capabilities of such technology in education and therefore attempts to discuss related issues. Some questions in survey have sought for the following: perceptions regarding the use of computers for instructional purposes, factors to make computer-based education program effective and problem that may be encountered in the application of computer technology to the teaching-learning process. The capability of computers in improving the quality of student learning and the efficiency of teaching has been the target issue in the national survey conducted by the foundation. Aside from asking questions given to school administrators, analysis from different references and syllabi on educational computing and interview with the pool of experts in the computer education were utilized to come up with the appropriate responses to the problems in the use of computers and to access as well their benefits for instructional purposes. The respondents of whom 54 percent are users and 46 percent are non-users of computer technology emphasized likewise the need to improve computer facilities to facilitate effectiveness of the programs such as curricular improvement, enhancement of instructions, efficiency in record keeping and delivery of instruction. Although others have indicated lack of funds, lack of trained personnel and high cost of the equipment as their valid reasons not employing computers in their schools, nevertheless, they show optimism of acquiring them eventually to keep pace with the developments. The school administrators as shown by the same study perceived good effects of the use of computers for instructional purposes whether in varying techniques such as teaching application programs, lesson demonstrations, drills and practice sessions, programming and simulations, examinations and others. Almost all the users in the levels (elementary, secondary, college) believe that computers have the capabilities of increasing the interest and willingness of the students to learn at their own rate, adding in them infinite patience in repetitive task and developing them to be independent or autonomous learners. Positive effects of the use of computers for instruction are certainly remarkable than the negative ones as indicated by the same survey. It is quite interesting to know that even the non-users of this technology agreed likewise to the items perceived by the users, both in public and private in all level. The major problems that the school may confront now concern not anymore of the high cost and inadequacy of the computers (since the government and other institutions seem to be supportive of these technological changes) but what the schools have to adapt strategically to maximize the use of these devices for instruction. There is now a need for the development for new and better computer – based instructional materials and provisions of pre and post service training of teachers so that everyone in the academe becomes fully – equipped with this knowledge. This training must be infused in the course offerings of the Higher Education specifically in the â€Å"Teacher Education† where would be potential computer lectures and teachers are developed. Eventually this rebounds to a better and quality training of which the ultimate beneficiaries are the students. The use of audio-visual devices such as video, television, projectors (film slide, OHP), cameras and other technologies have been considered effective in the delivery of instruction. The suitability of television as medium for bringing a living language to learners is beyond doubt. The dynamic sound and vision brought by these devises speaks of reality into the classrooms. The visual element in teaching such as the video has valuable contribution to the development of professional, social and effective competence of the learners. However, the video tape once viewed has a limited fast-forward feature that affects facility and inter activity of learning. Its major drawbacks – slowness and linearity – are somewhat hindrances in the execution of true interactivity which requires a dialogue, a two way exchange of both sides to adapt their behavior in the light of the other’s response. Thus, linear videotape can never be fully interactive. Multimedia technology is capable of simulating or combining text, sounds and pictures, animation and/or full motion video to present information conditionally and linearly. Interactive multimedia program may involved the use of microcomputer alone, optical media alone or combine computers and optical media plus the access of networks and other forms of technology in order to entertain, provide information, train and educate, archive, preserve and make collections of audiovisual materials. Through these, learners learn best in their own surroundings at their own pace or even with their local peer group pressure without interruptions. The rapid development of telecommunication systems has popularized multimedia specifically in business and industry. Since the term is difficult to define to technologies being developed, multimedia is described in general as a vast bulk of high quality information compiled in the node of the network with the links which is characterized by non-linearity. As compared with past media, multimedia has significant features that can synchronize several types of information, characters, numbers, visuals and sounds. The new information technologies integrate several current media such as video recorders, still cameras, CD, LD, and slides. The appearance of multimedia personal computer coupled with the information and telecommunication system allows the users more flexibility in learning. Compared to the pas personal computer, multimedia personal computers are marked by the features such CS ROM, 540 MB (and even higher), and more memory capacity. This is certainly a unified device that processes, texts, sound mages and develops them into audio-visual instructional materials. As mentioned earlier, multimedia devices have the quality of interactiveness nd being such provides high quality database represented by the Internet ( the fastest growing communications medium the world has by now) to enable the user especially researchers to have global access information. Borderless education or the distance learning is made possible by this technology. The volume of electronic mails among faculty and students, the use of bulletin and chat rooms are becoming trends in the school campuses. And, more significantly, the class paper s are done through word processors, laser printer, spell checkers and other related media. Utilizing CD-ROMs for instruction through the multimedia personal computer is relatively an ease to the students in their research work. For one thing, they can explore knowledge without necessarily getting the thick volumes of encyclopedias or other reference books from the library shelves. All they need to do is to avail any multimedia encyclopedia, load it into the CD drive and with the help of the mouse clicks, the disc contents, animated or not can be visualized on screen. The computer’s sound blasters, color monitors, some authoring tools and other features will definitely enrich the student’s reading experiences. The use of multimedia in the school is highly motivating and learning takes place very easily with less teacher’s efforts. The application of such in the classroom will all the more inspire the students to learn, leave upon them an impression and eventually increase their intellectual desires and capacity to collect and process more information. Almost everyone is now into this latest craze of electronic mailing. The great demand for the ability to transmit messages electronically to avoid postal delays requires us to be technologically updated. This e-mailing has become an incredibly important part of the Internet where we could talk, chat or conduct conversation with a person just across the street or even to someone on the other side of the world at the same cost. In a few minute’s time, we can even get his reply for as long as his e-mail site is active or on-line. Email- may be classified as social or business letters depending on the purpose, occasion, structure, and content of the message. The e-mailer may be formal or informal in his tone, however, his style and format in composing his message are visible factors to classify his written work as social of business. Undeniably, the recent mergers of giant telephone and television companies, wireless services, information and entertainment industries, new megamedia industries have targeted Education as the major market for their cable and satellite network services. How then could the educational institutions escape from such emerging pressure? These trends indeed affect curricular changes and thus, require greater reliance on technology in the teaching process, in some computer-aided learning resources and multimedia systems. The technology we have today is just outrageous compared to just 20 or even 10 years ago. What are your predictions or insights into the future? Are robots/machinery/wireless technologies going to run the show? I. TITLE: â€Å"THE CAPABILITIES OF NEW TECHNOLOGY IN EDUCATION† II. OBJECTIVES: A. The need for advancement and modernization in education. 1. Upgrading CHED, TESDA, and DOST with the use of new technology. 2. New technology for global competitiveness. B. Utilization of New Technology in Education. 1. The Perspective of administration in the application of computers. 1. Record Management 2. Communication and Curricular 3. Time-bound Management System C. Application of Multimedia in all subjects. 1. The computer assisted instruction and its implementation to learners. 1. Audio-video advantage in learning. 2. The effectiveness of CAI in the development of learners competence. 3. The output of learning process.. D. The Philippines must not be left behind when it comes to IT. 1. In global competitions. 2. Exponential Growth III. MAIN FACTS: A. The status of new technology in the Philippines and its application to the educational system. B. A comparison between the past management and the present management of Education using Information Technology. C. The advantage of interactive learning – human vs. machine. D. The Government should engage and implement Information Technology. 1. In all areas of disciplines 2. Technology update. E. The new technology is significantly needed for instruction. 1. The Philippines is left behind when it comes to the use of New Technology. 2. Government agencies like DepEd, DOH, DOST, and TESDA promote the use of New Technology as an educational tool to produce quality graduates. 3. There is a growing need of computerization and cybernization to produce globally competitive graduates. 4. The educators and those involved in the academe are now confronted with the dilemma of catching up with the advancing technology. F. Computer Technology is utilized for instructional purposes. 1. The use of computers in improving the quality of student learning and the efficiency of teaching has been the target issue in the natural survey conducted by the NET foundation. 2. The good effects of the use of computers for instructional purposes are emphasized. 3. There is a need to develop new instructional system to maximize the use of computers. G. The Multimedia Technology is also applied in education. . The use of audio-visual devices has been considered effective in the delivery of instruction. 2. Borderless education of distant learning is made possible with the use of internet. 3. The application of new technologies in teaching inspires students to learn and eventually increase their intellectual desires. IV. CONCLUSION: In conclusion, this controlling roll-out of the new technolo gies, multimedia, hypermedia and others has caused immense changes in almost everything: roles of the universities, public policies, work and study patterns, thoughts and ideas of man. However, this technological program, though inevitable, is only a means to an end and what lies ahead as a more challenging endeavor is the manner of handling it to its optimum. What is hoped by everyone is that these capabilities of the modern technology bring forth bountiful success and redound to a more brilliant future of education. DEFINITION OF TERMS: ANALOGY – is a particular kind of comparison by which one subject is discussed according to terms which apply to the other. INTERPRETATION – is the art of establishing a meaningful pattern of relationship.

3 Types of Extended Phrasal Adjectives

3 Types of Extended Phrasal Adjectives 3 Types of Extended Phrasal Adjectives 3 Types of Extended Phrasal Adjectives By Mark Nichol Each of the following sentences includes a phrasal adjective (two or more words that modify a noun) consisting of several words, and each requires hyphenation missing from that phrase. Discussion after each example explains the problem, and revisions demonstrate solutions. 1. These remain front and center priorities for organizations. When a phrase structured as â€Å"[blank] and [blank]† and serving to modify a noun precedes the noun, hyphenate the three words: â€Å"These remain front-and-center priorities for organizations.† However, no hyphenation is necessary when the phrase follows the noun: â€Å"These priorities remain front and center for organizations.† 2. This guide includes a special supplement on the first of its kind regulation requiring certification and screening programs. The same holds true for any more extensive phrase providing more details about a noun that follows the phrase- hyphenate the phrase into a unified chain: â€Å"This guide includes a special supplement on the first-of-its-kind regulation requiring certification and screening programs.† Again, omit hyphens when the phrase follows the noun: â€Å"This guide includes a special supplement on the regulation, the first of its kind, requiring certification and screening programs.† 3. It was a wrong place, wrong time situation for me. When a phrase that represents or alludes to a standing expression precedes a noun, as in the abridgment of the sentiment â€Å"[One] was in the wrong place at the wrong time† in the example above, string the phrase together with hyphens, deleting any punctuation internal to the phrase: â€Å"It was a wrong-place-wrong-time situation for me.† Once again, omit hyphens (and retain applicable punctuation) when the phrase follows the noun: â€Å"The situation was a case of wrong place, wrong time for me.† Enclosing the phrase in quotation marks is an alternative (â€Å"It was a ‘wrong place, wrong time’ situation for me†), but this strategy should be reserved for phrasal adjectives of unwieldy length that, because they are part of a direct quote, cannot be relocated after the noun in a revised sentence. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Congratulations on or for?3 Types of HeadingsThe "Pied" in The Pied Piper

Sources of Finance Assignment Example | Topics and Well Written Essays - 1250 words

Sources of Finance - Assignment Example The author of the paper states that ordinary shares are issued to the owners of a company. They have a nominal or 'face' value, typically of $1 or 50 cents. The market value of a quoted company's shares bears no relationship to their nominal value, except that when ordinary shares are issued for cash, the issue price must be equal to or be more than the nominal value of the shares.  "Deferred ordinary shares are a form of ordinary shares, which are entitled to a dividend only after a certain date or if profits rise above a certain amount. Voting rights might also differ from those attached to other ordinary shares.  "Preference shares have a fixed percentage dividend before any dividend is paid to the ordinary shareholders. As with ordinary shares, a preference dividend can only be paid if sufficient distributable profits are available, although with 'cumulative' preference shares the right to an unpaid dividend is carried forward to later years. The arrears of dividend on cumula tive preference shares must be paid before any dividend is paid to the ordinary shareholders.  "Loan stock has a nominal value, which is the debt owed by the company, and interest is paid at a stated "coupon yield" on this amount. For example, if a company issues 10% loan stocky the coupon yield will be 10% of the nominal value of the stock, so that $100 of stock will receive $10 interest each year. The rate quoted is the gross rate, before tax.  "Debentures are a form of loan stock, legally defined as the written acknowledgment of a debt incurred by a company, normally containing provisions about the payment of interest and the eventual repayment of capital. "Loan stock and debentures will often be secured. Security may take the form of either a fixed charge or a floating charge. "For any company, the amount of earnings retained within the business has a direct impact on the number of dividends. Profit re-invested as retained earnings are profit that could have been paid as a d ividend.