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Marshall Mcluhan
Marshall McLuhan: Educational Implications* W.J. Gushue He received the Governor General's award for his work in literature, the Albert Schweitzer Chair at Fordham for his work in communications, and the Moison Award from the Canada Council as "explorer and interpreter of our age." He appeared on the covers of N eW8week, Saturday Review and Canada's largest weekend supplement. NBC made a one-hour docu mentary of his message and later repeated it, and the CBC gave him prime Sunday night viewing time on two occasions. He is one of the most publicized intellectuals of recent times. Ralph Thomas wrote in the Torfmto Star: "He has been explained, knocked and praised in just about every magazine in the EngIish, French, German and Italian languages." 1 As to newspaper coverage, which newspapers have not written about him? He has lectured city planners, advertising men, TV executives, university professors, students, and scientists; business men have sought his message from a yacht in the Aegean Sea, a hotel in the Laurentians, a former firehouse in San Francisco, and in the board rooms of IBM, General Electric, and Bell Telephone. Although "a torrent of criticism" has been heaped upon him by ':' Research for this paper was undertaken while Prof. Gushue was at the .ontario Institute for Studies in Education during the 1967-68 acad emic year. A slightly modified version was delivered at the C.A.P.E. conference in Calgary, June, 1968. - Ed. 3 4 Marshall McLuhan the old dogies of academe and the literary establishment, he has been eulogized in dozens of scholarly magazines and studied serious ly by thousands of intellectuals.2 The best indication of his worth is the fact that among his followers are to be found people (artists, really) who are part of what Susan Sontag calls "the new sensibility." 3 They are, to use Louis Kronenberger's phrase, "the symbol manipulators," the peo ple who are calling the shots - painters, sculptors, publishers, pub lic relations men, architects, film-makers, musicians, designers, consultants, editors, T.V. -
Roth Book Notes--Mcluhan.Pdf
Book Notes: Reading in the Time of Coronavirus By Jefferson Scholar-in-Residence Dr. Andrew Roth Mediated America Part Two: Who Was Marshall McLuhan & What Did He Say? McLuhan, Marshall. The Mechanical Bride: Folklore of Industrial Man. (New York: Vanguard Press, 1951). McLuhan, Marshall and Bruce R. Powers. The Global Village: Transformations in World Life and Media in the 21st Century. (New York: Oxford University Press, 1989). McLuhan, Marshall. The Gutenberg Galaxy: The Making of Typographic Man. (Toronto: University of Toronto Press, 1962). McLuhan, Marshall. Understanding Media: The Extensions of Man. (Cambridge, MA: MIT Press, 1994. Originally Published 1964). The Mechanical Bride: The Gutenberg Galaxy Understanding Media: The Folklore of Industrial Man by Marshall McLuhan Extensions of Man by Marshall by Marshall McLuhan McLuhan and Lewis H. Lapham Last week in Book Notes, we discussed Norman Mailer’s discovery in Superman Comes to the Supermarket of mediated America, that trifurcated world in which Americans live simultaneously in three realms, in three realities. One is based, more or less, in the physical world of nouns and verbs, which is to say people, other creatures, and things (objects) that either act or are acted upon. The second is a world of mental images lodged between people’s ears; and, third, and most importantly, the mediasphere. The mediascape is where the two worlds meet, filtering back and forth between each other sometimes in harmony but frequently in a dissonant clanging and clashing of competing images, of competing cultures, of competing realities. Two quick asides: First, it needs to be immediately said that Americans are not the first ever and certainly not the only 21st century denizens of multiple realities, as any glimpse of Japanese anime, Chinese Donghua, or British Cosplay Girls Facebook page will attest, but Americans first gave it full bloom with the “Hollywoodization,” the “Disneyfication” of just about anything, for when Mae West murmured, “Come up and see me some time,” she said more than she could have ever imagined. -
The Complexity of Richness: Media, Message, and Communication Outcomes
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The University of North Carolina at Greensboro The complexity of richness: Media, message, and communication outcomes By: Robert F. Otondo, James R. Van Scotter, David G. Allen, Prashant Palvia Otondo, R.F., Van Scotter, J.R., Allen, D.G., and Palvia, P. ―The Complexity of Richness: Media, Message, and Communication Outcomes.‖ Information & Management. Vol. 40, 2008, pp. 21-30. Made available courtesy of Elsevier: http://www.elsevier.com ***Reprinted with permission. No further reproduction is authorized without written permission from Elsevier. This version of the document is not the version of record. Figures and/or pictures may be missing from this format of the document.*** Abstract: Dynamic web-based multimedia communication has been increasingly used in organizations, necessitating a better understanding of how it affects their outcomes. We investigated factor structures and relationships involving media and information richness and communication outcomes using an experimental design. We found that these multimedia contexts were best explained by models with multiple fine-grained constructs rather than those based on one- or two-dimensions. Also, media richness theory poorly predicted relationships involving these constructs. Keywords: Media richness theory; Information richness; Communication theory Article: 1. Introduction Investigation of relationships between the media and communication effectiveness has not provided consistent results. However, lack of understanding has not deterred organizations from investing heavily in new and dynamic forms of web-based multimedia for their marketing, public relations, training, and recruiting activities. Few studies have examined the effects of media channels and informational content on decision-making and other organizational outcomes. -
Copy Editing and Proofreading Symbols
Copy Editing and Proofreading Symbols Symbol Meaning Example Delete Remove the end fitting. Close up The tolerances are with in the range. Delete and Close up Deltete and close up the gap. not Insert The box is inserted correctly. # # Space Theprocedure is incorrect. Transpose Remove the fitting end. / or lc Lower case The Engineer and manager agreed. Capitalize A representative of nasa was present. Capitalize first letter and GARRETT PRODUCTS are great. lower case remainder stet stet Let stand Remove the battery cables. ¶ New paragraph The box is full. The meeting will be on Thursday. no ¶ Remove paragraph break The meeting will be on Thursday. no All members must attend. Move to a new position All members attended who were new. Move left Remove the faulty part. Flush left Move left. Flush right Move right. Move right Remove the faulty part. Center Table 4-1 Raise 162 Lower 162 Superscript 162 Subscript 162 . Period Rewrite the procedure. Then complete the tasks. ‘ ‘ Apostrophe or single quote The companys policies were rewritten. ; Semicolon He left however, he returned later. ; Symbol Meaning Example Colon There were three items nuts, bolts, and screws. : : , Comma Apply pressure to the first second and third bolts. , , -| Hyphen A valuable byproduct was created. sp Spell out The info was incorrect. sp Abbreviate The part was twelve feet long. || or = Align Personnel Facilities Equipment __________ Underscore The part was listed under Electrical. Run in with previous line He rewrote the pages and went home. Em dash It was the beginning so I thought. En dash The value is 120 408. -
Evolution of Intrinsic Nuclear Structure in Medium Mass Even-Even Xenon Isotopes from a Microscopic Perspective*
Chinese Physics C Vol. 44, No. 7 (2020) 074108 Evolution of intrinsic nuclear structure in medium mass even-even Xenon isotopes from a microscopic perspective* Surbhi Gupta1 Ridham Bakshi1 Suram Singh2 Arun Bharti1;1) G. H. Bhat3 J. A. Sheikh4 1Department of Physics, University of Jammu, Jammu- 180006, India 2Department of Physics and Astronomical Sciences, Central University of Jammu, Samba- 181143, India 3Department of Physics, SP College, Cluster University Srinagar- 190001, India 4Cluster University Srinagar - Jammu and Kashmir 190001, India Abstract: In this study, the multi-quasiparticle triaxial projected shell model (TPSM) is applied to investigate γ-vi- brational bands in transitional nuclei of 118−128Xe. We report that each triaxial intrinsic state has a γ-band built on it. The TPSM approach is evaluated by the comparison of TPSM results with available experimental data, which shows a satisfactory agreement. The energy ratios, B(E2) transition rates, and signature splitting of the γ-vibrational band are calculated. Keywords: triaxial projected shell model, triaxiality, yrast spectra, band diagram, back-bending, staggering, reduced transition probabilities DOI: 10.1088/1674-1137/44/7/074108 1 Introduction In the past few decades, the use of improved and sophisticated experimental techniques has made it pos- sible to provide sufficient data to describe the structure of The static and dynamic properties of a nucleus pre- nuclei in various mass regions of the nuclear chart. In dominantly dictate its shape or structure, and these prop- particular, the transitional nuclei around mass A ∼ 130 erties depend on the interactions among its constituents, have numerous interesting features, such as odd-even i.e, protons and neutrons. -
(1) Communication Process
Communication Process (1) The Communication Process Scholars have developed theories to Theories of how we explain how we communicate with each communicate: The other. Linear and Most of these theories are variations on Transactional two generally recognized models — the models Linear model and the Transactional model. Communication Process (2) Communication Process (3) This ancient cave First, let’s define what communication is. painting speaks to us across time through its Communication is symbolic human ability to symbolize. behavior systematized into written, In its representations of verbal, and nonverbal codes. the male figure, the bison, and the rhino, we Click here to learn more about this recognize a 40,000 ancient painting. year-old story of human experience — the hunt. 1 Communication Process (4) Communication Process (5) Symbols can tell us . When we systematize symbols, we create codes for communication. Here are different ways for symbolizing the letter “A.” . what to do. what not to do. where to get help. how to stay safe. Any person, place, thing, feeling, or idea can be symbolized. Communication Process (6) Communication Process (7) Now that you understand the symbolic nature Those who want to communicate must share the same symbol system. of communication, let’s return to the two models of communication mentioned earlier. A model is a representation used to show how individual parts work together to accomplish a specific purpose — in this case communication. 2 Linear Model of Linear Model of Communication (1) Communication (2) Linear model includes A source A message A channel Message Channel A receiver Views communication as a straight line, one The linear model is now way event, in which the process reverses Encodes regarded as being incomplete. -
Discourse Transcription
MNTA lBYABJMJB.A MPJEJB.S IN )LINGUISTICS VOLUrtlE 4: DISCOURSE TRANSCRIPTION JOHN W. DU BOIS, SUSANNA CUMMING STEPHAN SCHUETZE-COBURN, DANAE PAOLINO EDITORS DEPARTMENT OF LINGUISTICS UNIVERSITY OF CALIFORNIA, SANTA BARBARA 199:2 Papers in Linguistics Linguistics Department University of California, Santa Barbara Santa Barbara, California 93106-3100 U.S.A. Checks in U.S. dollars should be made out to UC Regents with $5.00 added for overseas postage. If your institution is interested in an exchange agreement, please write the above address for information. Volume 1: Korean: Papers and Discourse Date $13.00 Volume 2: Discourse and Grammar $10.00 Volume 3: Asian Discourse and Grammar $10.00 Volume 4: Discourse Transcription $15.00 Volume 5: East Asian Linguistics $15.00 Volume 6: Aspects of Nepali Grammar $15.00 Volume 7: Prosody, Grammar, and Discourse in Central Alaskan Yup'ik $15.00 Proceedings from the fIrst $20.00 Workshop on American Indigenous Languages Proceedings from the second $15.00 Workshop on American Indigenous Languages Proceedings from the third $15.00 Workshop on American Indigenous Languages Proceedings from the fourth $15.00 Workshop on American Indigenous Languages PART ONE: INTRODUCTION CHAPTER 1. INTRODUCTION 1 1.1 What is discourse transcription? . 1.2 The goal of discourse transcription . 1.3 Options . 1.4 How to use this book . CHAPTER 2. A GOOD RECORDING 9 2.1 Naturalness . 2.2 Sound . 2.3 Videotape . CHAPTER 3. GETTING STARTED 12 3.1 How to start transcribing . 3.2 Delicacy: Broad or narrow? . 3.3 Delicacy conventions in this book . PART TWO: TRANSCRIPTION CONVENTIONS CHAPTER 4. -
Rethinking Media Richness: Towards a Theory of Media Synchronicity
Proceedings of the 32nd Hawaii International Conference on System Sciences - 1999 Proceedings of the 32nd Hawaii International Conference on System Sciences - 1999 Rethinking Media Richness: Towards a Theory of Media Synchronicity Alan R. Dennis Joseph S. Valacich Terry College of Business College of Business and Economics University of Georgia, Athens, GA 30602 Washington State University, Pullman WA 99164 [email protected] [email protected] Abstract compensate for the weak findings and draw new This paper describes a new theory called a theory of conclusions based on the enhancements, or should we media synchronicity which proposes that a set of five attempt formulate a new theory [e.g., 34, 35, 41]? media capabilities are important to group work, and that In this paper, we take the second approach. We all tasks are composed of two fundamental communi- propose a new theory, which we call a theory of media cation processes (conveyance and convergence). synchronicity. The theory proposes that group Communication effectiveness is influenced by matching communication processes, regardless of task outcome the media capabilities to the needs of the fundamental objectives, are composed of two primary processes, communication processes, not aggregate collections of conveyance and convergence. The theory also proposes these processes (i.e., tasks) as proposed by media that media have a set of capabilities that play a dominant richness theory. The theory also proposes that the role when addressing each type of communication relationships between communication processes and process. Performance will be enhanced when media media capabilities will vary between established and capabilities are aligned with these processes. -
Quest for Superheavy Nuclei Began in the 1940S with the Syn Time It Takes for Half of the Sample to Decay
FEATURES Quest for superheavy nuclei 2 P.H. Heenen l and W Nazarewicz -4 IService de Physique Nucleaire Theorique, U.L.B.-C.P.229, B-1050 Brussels, Belgium 2Department ofPhysics, University ofTennessee, Knoxville, Tennessee 37996 3Physics Division, Oak Ridge National Laboratory, Oak Ridge, Tennessee 37831 4Institute ofTheoretical Physics, University ofWarsaw, ul. Ho\.za 69, PL-OO-681 Warsaw, Poland he discovery of new superheavy nuclei has brought much The superheavy elements mark the limit of nuclear mass and T excitement to the atomic and nuclear physics communities. charge; they inhabit the upper right corner of the nuclear land Hopes of finding regions of long-lived superheavy nuclei, pre scape, but the borderlines of their territory are unknown. The dicted in the early 1960s, have reemerged. Why is this search so stability ofthe superheavy elements has been a longstanding fun important and what newknowledge can it bring? damental question in nuclear science. How can they survive the Not every combination ofneutrons and protons makes a sta huge electrostatic repulsion? What are their properties? How ble nucleus. Our Earth is home to 81 stable elements, including large is the region of superheavy elements? We do not know yet slightly fewer than 300 stable nuclei. Other nuclei found in all the answers to these questions. This short article presents the nature, although bound to the emission ofprotons and neutrons, current status ofresearch in this field. are radioactive. That is, they eventually capture or emit electrons and positrons, alpha particles, or undergo spontaneous fission. Historical Background Each unstable isotope is characterized by its half-life (T1/2) - the The quest for superheavy nuclei began in the 1940s with the syn time it takes for half of the sample to decay. -
Bickerton, 2003. Symbol and Structure
SYMBOL AND STRUCTURE: A COMPREHENSIVE FRAMEWORK FOR LANGUAGE EVOLUTION Derek Bickerton Abstract. While an interdisciplinary approach is essential for the study of language evolution, linguistics must be assigned a key role. Many hypotheses plausible in terms of other disciplines are not consistent with basic facts about language. An overall framework is proposed that would dissociate the symbolic element of language (words) from the structural element (syntax), since the two probably have distinct sources. Syntax, though poorly understood by many non- linguists, is the likeliest Rubicon between ourselves and other species, but may not require quite so complex a neurological substrate as many have feared. Key words: evolution, linguistics, protolanguage, symbolism, syntax 1 1. Speaking as a linguist 1) . I approach the evolution of language as a linguist. This immediately puts me in a minority, and before proceeding further I think it’s worth pausing a moment to consider the sheer oddity of that fact. If a physicist found himself in a minority among those studying the evolution of matter, if a biologist found himself in a minority among those studying the evolution of sex, the world would be amazed, if not shocked and stunned. But a parallel situtation in the evolution of language causes not a hair to turn. Why is this? Several causes have contributed. Linguists long ago passed a self-denying ordinance that kept almost all of them out of the field, until quite recently. Since nature abhors a vacuum, and since the coming into existence of our most salient talent is a scientific question that should concern anyone seriously interested in why humans are as they are, other disciplines rushed to fill that vacuum. -
22.05 Reactor Physics – Part One Course Introduction
22.05 Reactor Physics – Part One Course Introduction 1. Instructor: John A. Bernard 2. Organization: Homework (20%) Four Exams (20% each; lowest grade is dropped) Final Exam (3.0 hours) (20%) 3. Text: The text book for this course is: Introduction to Nuclear Engineering, 3rd Edition, by John Lamarsh. This covers basic reactor physics as part of a complete survey of nuclear engineering. Readings may also be assigned from certain of the books listed below: Nuclear Reactor Analysis by A. F. Henry Introduction to Nuclear Power by G. Hewitt and J. Collier Fundamentals of Nuclear Science and Engineering by J. Shultis and R. Faw Atoms, Radiation, and Radiation Protection by J. Turner Nuclear Criticality Safety by R. Kneif Radiation Detection and Measurement by G. Knoll 4. Course Objective: To quote the late Professor Allan Henry: “The central problem of reactor physics can be stated quite simply. It is to compute, for any time t, the characteristics of the free-neutron population throughout an extended region of space containing an arbitrary, but known, mixture of materials. Specifically we wish to know the number of neutrons in any infinitesimal volume dV that have kinetic energies between E and E + ∆E and are traveling in directions within an infinitesimal angle of a fixed direction specified by the unit vector Ω. If this number is known, we can use the basic data obtained experimentally and theoretically from low-energy neutron physics to predict the rates at which all possible nuclear reactions, including fission, will take place throughout the region. Thus we can 1 predict how much nuclear power will be generated at any given time at any location in the region.” There are several reasons for needing this information: Physical understanding of reactor safety so that both design and operation is done intelligently. -
Lesson 1 : Structure of Animal and Plant Cells
Lesson 1 : Structure of Animal and Plant Cells It is important that you know the structure of animal and plant cells and are able to label the different parts. It is a favourite with examiners to have diagrams of cells requiring labelling in exams. Task 1: from memory label the cells below and write in the function Check your answers: There are many similarities and differences between animal and plant cells. Make sure you know these. Similarities Differences 1. Have a nucleus 1. Plant cells have a cellulose cell wall 2. Have a cytoplasm 2. Plant cells have a vacuole containing cell sap 3. Have a cell 3. Plant cells have chloroplast membrane 4. Contain 4. Many plant cells have a box-like shape whilst animal cell shape varies mitochondria 5. Plant cells have the nucleus to the side of the cell, animal cells have a nucleus in 5. Contain ribosomes the middle Task 2: Complete the sentences by filling in the gaps. Both plant and animal cells contain a nucleus. This holds genetic information. Both animal and plant cells have a cell membrane. This controls what enters and leaves the cell. Only a plant cell contains chloroplasts. This is where photosynthesis happens. Both cells contain mitochondria. This is where respiration occurs. Check your answers: Both plant and animal cells contain a nucleus. This holds genetic information. Both animal and plant cells have a cell membrane. This controls what enters and leaves the cell. Only a plant cell contains chloroplasts. This is where photosynthesis happens. Both cells contain mitochondria. This is where respiration occurs.