One term of ENGLCOM may make one who is not proficient in English bleed his or her brains through his or her nose, at least that's the way I see it. Heck, even those who are Dean's Listers are banging their minds out just to write decent essays for ENGLCOM. They have trouble with their outlines and grammar and ideas and all that. I don't. I almost never had that problem. The thing is, ideas just breeze by like a cool zephyr. It is pretty awesome actually, it speeds things up.
Not much has changed since I wrote my entry essay. I still speed read, organize thoughts in my head, and all that stuff. There are two things though, that have changed drastically, during the course of ENGLCOM: outlines and run-on sentences.
Well, technically speaking, I have used outlines in making essays prior to ENGLCOM. However, these outlines were all abstract; all ideas in my head. They were purely thoughts in a sea of vast knowledge. My "outlines" were unconventional. I rarely wrote them, unless required, such as in major research papers in my high school English class or ENGLCOM essays. If ever I had produced written outlines in the past, they were mostly just scribbles or words and phrases that made no sense to anyone else but me. That all changed though after ENGLCOM. Outlining is now my thing. Call me a geek, but I kinda like it. I have found writing even easier now that I have continued to use it. It was very helpful indeed, just as ma'am GloryDee had said.
Since I could remember, I've been cramming boat loads of words and thoughts and ideas into one sentence. I actually wrote that in my entry essay, I just didn't know it was a run-on. Kind of ironic, isn't it? Ma'am even pointed out dozens of run-ons in my essays. What's the moral of the story? "Seperate ideas and do not cram. Remember K.I.S.S: Keep St Short and Simple." At least that's how it would be ideally. However, if someone gets too persistent in the use of run-ons, use the other K.I.S.S: "Keep It Short, Stupid." My high school teacher told me that before, but I guess a summer break and two terms at La Salle made me forget that. Kudos to ma'am for instiling that thought back into my mind.
Though I didn't write it in my entry essay, I expected a lot of writing; and I mean A LOT. Well, I got more than what I had bargained for. Too much stress writing, especially those blasted definitions and argumentations. I thank God my hand didn't cramp up, since it usually does during intense writing. Well, the writing part was fun, it was the thinking part that kind of screwed me over, especially in the comparison and contrast essay. Overall though, I'm very pleased with all the essays I have come up with. All those times thinking, writing, organizing and presenting my Writing Process Worksheets paid off.
ENGLCOM. Despite people thinking it's just another stress-dealing subject, I've found it to be useful. Despite some people calling ENGLCOM as "ENGLCOMA," which by the way is extremely HILARIOUS, it does have benefits. Let's just reduce the number of meetings per week, okay? Hahaha! Peace out ma'am! :D
Sunday, April 18, 2010
CAUTION: TV is a Health Risk!
Television has long been viewed as a source of entertainment to a lot of people. Television, or TV for short, is one of the mediums through which entertainment, information and news can be broadcasted. The age old debate of TV’s effects on a child’s developments has been present since the dawn of the TV age. Despite the numerous amount of information available on TV, it still poses a great deal of negative effects such as being unhealthy, acquiring bad habits and decreasing brain activity.
Judith Graham, extension human development specialist, explains that children who watch too much TV lack physical work. This lack of physical activity leads to fewer calories being burned resulting to children being overweight. Graham also points out that one of the major causes of obesity today is too much exposure to TV (2008). Graham’s statements insinuate that too much TV is one cause to leading an unhealthy lifestyle. The website kidshealth.org also argues that TV may promote habits which may cause health problems, such as smoking cigarettes, utilizing drugs and drinking alcoholic beverages. Smoking, using drugs and drinking are not suitable for kids as they pose a great amount of health risks.
There are numerous negative acts that are depicted on TV, the most common being violence. Kyla Boyse, one of the creators of the University of Michigan Health System YourChild resources, compiled a list, based from different studies and surveys, of facts regarding TV violence. She claims that since violence is so often shown, there is a link between this violence and a child’s behaviour. She basically expresses that most TV programs contain too much violence and that this violence can mess up a child’s attitude. Oftentimes, even shows depicting protagonists use violence. Boyse argues that these violent acts which protagonists use may seem as the “proper way” to solve disputes. Since children tend to imitate what TV programs display, this may lead children to use violence regularly (2009). There are also a bunch of other negative impacts involved. One such impact would be that of a child fearing the real world for its explicitness. As related to health issues, certain TV characters smoke and drink, as well as eat too much, which may lead to young minds to the presumption that such acts are acceptable.
An age old argument regarding TV is that TV leads low academic performance. TV affects a child’s brain by replacing reading text with watching fast-paced animation. This would then lead to lowered reading comprehension and overall academic abilities. The brain of one exposed to too much TV would prefer images and sounds opposed to anything that would force him or her to think (International Child and Youth Care Network). Katherine Westphal, author of “The Awful Truth About Television: The Zombie Look,” explains that there are strange brain activities present when one’s attention is on TV. She exclaims that one’s eyes are different (which she calls “Zombie Eyes”) and that the brain is “hypnotized.” The brain’s state is relaxed and less active (“The Awful Truth About Television”). Manual dexterity, controlled by the brain, may suffer due to improper brain development which TV may bring. Children used to utilize their hands in their activities, which developed hand-eye coordination. TV is a likely contributor to this lack of dexterity, as TV has now replaced past activities (“Health Effects of Excessive TV Watching”).
Some people argue that TV is good for the mind. Carey Bryson, child advocate and Brigham Young University Psychology alumna, supports this idea. She claims that TV can help kids learn, explore and study different subjects and people, among others. She also argues that there are a lot of good role models on TV that can help influence kids positively (“TV”). However, such TV programs only present the positive side of these subjects. Their negative aspects are disclosed from viewers. This may lead children to believe that the world is a utopia. Kids may also rely on these shows as the only means of gaining knowledge, making them lazy to explore the world as they can just sit and watch from their homes. They may be content just learning through TV as opposed to learning from experience.
While it may be true that TV has helpful benefits, it also poses a lot of negative effects. TV is indeed entertaining, and it may be educational, however, are those worth gaining physical and mental health risks? The bad far outweighs the good. TV should be controlled before more drastic actions are taken.
LIST OF REFERENCES:
Boyse, K. (November 2009). Television and Children. Retrieved April 5, 2010 from http://www.med.umich.edu/yourchild/topics/tv.htm
Bryson, C. (n.d.). TV Can Be Good For Kids! About.com. From http://kidstvmovies.about.com/od/healthytvhabits/a/tvgoodforkids.htm
Graham, J. (2008). How Television Viewing Affects Children. From http://www.umext.maine.edu/onlinepubs/htmpubs/4100.htm.
Health Effects of Excessive TV Watching by Children. Retrieved April 12, 2010 from http://www.limitv.org/health.htm.
International Child and Youth Care Network. (September 7, 2001). Understanding TV's Effects On The Developing Brain. Retrieved April 12, 2010 from http://www.cyc-net.org/today2001/today010907.html.
Westphal, K. (n.d.). The Awful Truth About Television: The Zombie Look. Retrieved April 5, 2010 from http://www.trashyourtv.com/node/318..
Judith Graham, extension human development specialist, explains that children who watch too much TV lack physical work. This lack of physical activity leads to fewer calories being burned resulting to children being overweight. Graham also points out that one of the major causes of obesity today is too much exposure to TV (2008). Graham’s statements insinuate that too much TV is one cause to leading an unhealthy lifestyle. The website kidshealth.org also argues that TV may promote habits which may cause health problems, such as smoking cigarettes, utilizing drugs and drinking alcoholic beverages. Smoking, using drugs and drinking are not suitable for kids as they pose a great amount of health risks.
There are numerous negative acts that are depicted on TV, the most common being violence. Kyla Boyse, one of the creators of the University of Michigan Health System YourChild resources, compiled a list, based from different studies and surveys, of facts regarding TV violence. She claims that since violence is so often shown, there is a link between this violence and a child’s behaviour. She basically expresses that most TV programs contain too much violence and that this violence can mess up a child’s attitude. Oftentimes, even shows depicting protagonists use violence. Boyse argues that these violent acts which protagonists use may seem as the “proper way” to solve disputes. Since children tend to imitate what TV programs display, this may lead children to use violence regularly (2009). There are also a bunch of other negative impacts involved. One such impact would be that of a child fearing the real world for its explicitness. As related to health issues, certain TV characters smoke and drink, as well as eat too much, which may lead to young minds to the presumption that such acts are acceptable.
An age old argument regarding TV is that TV leads low academic performance. TV affects a child’s brain by replacing reading text with watching fast-paced animation. This would then lead to lowered reading comprehension and overall academic abilities. The brain of one exposed to too much TV would prefer images and sounds opposed to anything that would force him or her to think (International Child and Youth Care Network). Katherine Westphal, author of “The Awful Truth About Television: The Zombie Look,” explains that there are strange brain activities present when one’s attention is on TV. She exclaims that one’s eyes are different (which she calls “Zombie Eyes”) and that the brain is “hypnotized.” The brain’s state is relaxed and less active (“The Awful Truth About Television”). Manual dexterity, controlled by the brain, may suffer due to improper brain development which TV may bring. Children used to utilize their hands in their activities, which developed hand-eye coordination. TV is a likely contributor to this lack of dexterity, as TV has now replaced past activities (“Health Effects of Excessive TV Watching”).
Some people argue that TV is good for the mind. Carey Bryson, child advocate and Brigham Young University Psychology alumna, supports this idea. She claims that TV can help kids learn, explore and study different subjects and people, among others. She also argues that there are a lot of good role models on TV that can help influence kids positively (“TV”). However, such TV programs only present the positive side of these subjects. Their negative aspects are disclosed from viewers. This may lead children to believe that the world is a utopia. Kids may also rely on these shows as the only means of gaining knowledge, making them lazy to explore the world as they can just sit and watch from their homes. They may be content just learning through TV as opposed to learning from experience.
While it may be true that TV has helpful benefits, it also poses a lot of negative effects. TV is indeed entertaining, and it may be educational, however, are those worth gaining physical and mental health risks? The bad far outweighs the good. TV should be controlled before more drastic actions are taken.
LIST OF REFERENCES:
Boyse, K. (November 2009). Television and Children. Retrieved April 5, 2010 from http://www.med.umich.edu/yourchild/topics/tv.htm
Bryson, C. (n.d.). TV Can Be Good For Kids! About.com. From http://kidstvmovies.about.com/od/healthytvhabits/a/tvgoodforkids.htm
Graham, J. (2008). How Television Viewing Affects Children. From http://www.umext.maine.edu/onlinepubs/htmpubs/4100.htm.
Health Effects of Excessive TV Watching by Children. Retrieved April 12, 2010 from http://www.limitv.org/health.htm.
International Child and Youth Care Network. (September 7, 2001). Understanding TV's Effects On The Developing Brain. Retrieved April 12, 2010 from http://www.cyc-net.org/today2001/today010907.html.
Westphal, K. (n.d.). The Awful Truth About Television: The Zombie Look. Retrieved April 5, 2010 from http://www.trashyourtv.com/node/318..
The SLR: Technological Marvel or Overpriced Camera?
Photography employs the use of cameras to capture images. One may choose to photograph people, places, things or events. However, some cameras lack the ability to capture moving objects or people. A Single-Lens Reflex (SLR) camera is a type of camera that allows a photographer to capture exactly what he or she sees in the viewfinder. An SLR has a wider range of features compared to a standard camera, thus enabling one to capture moving subjects of photography.
An SLR camera is one that allows photographers to capture pictures with excellent focus, colour, and composition and light (Mithra). SLRs provide photographers the ability to control settings which results to better picture quality. This type of camera is very versatile. It allows photographers to capture images in different situations and areas, such as moving subjects and low-light areas. Some people view SLRs as just a prettier and more expensive camera. Professional photographers however would beg to differ.
Like most cameras, the SLR is composed of three main components: the lens, film, and body. The lens is made of either plastic or glass (“How Cameras Works”). The camera also has a flip-up mirror. As light beams enter the lens, they are reflected to a pentaprism via the flip-up mirror. The pentaprism then redirects the light to the viewfinder, thus allowing the photographer to see what the “sees” (“Single Lens-Reflex Camera”). The lenses, mirror, and pentaprism, along with the film and the camera’s mechanical parts are all housed in a plastic or aluminium (among other choices) body. When a photographer decides to take a photo, he or she presses the shutter button. The shutter button moves the mirror so the film behind it can capture an image.
As mentioned previously, as SLR has lenses, mirrors, a pentaprism, and film. Some SLRs also have batteries (others do not) and a port for external flash support. Higher-end and more advanced SLRs like Digital SLRs have screens and memory card slots. Additionally, SLRs allow control over shutter speed, aperture and ISO, all of which have a direct effect in picture quality. Photography.com defines shutter speed as the amount of time the camera allows light to pass through the lens to record an image. The shutter speed is measured in seconds (“Shutter Speed”). An example of a shutter speed value would be 1/100” or 10”. Aperture controls the amount of light entering the lens as well as the image depth. Small apertures result in vice versa (“Aperture, Shutter and ISO Value”). The aperture is measured in f-stops , such examples are f16 or f32. ISO measures a camera’s light sensitivity. Since ISOs measure light sensitivity, this allows the photographer to capture images in low light areas despite using a lower shutter speed setting. However, the major drawback of a high ISO is that captured images tend to have more noise (“Aperture, Shutter and ISO Value”). Noise refers to the “grains” in pictures, which make the image pixelated. Since SLRs are deemed as more advanced, one has the liberty to mix-and-match aperture, ISO and shutter speed settings to achieve their desired photo. SLRs also have a wide variety of peripherals, the most common being lenses and/or lens kits. Interchangeable lenses are an integral part of a professional photographers’ camera kit. Interchangeable lenses allow one to switch between lenses and to prevent the corruption of film. There are many different lenses which cater to many different needs, such as macro, wide-angle and zoom lenses.
A common misconception on some folk is the SLR is just a fancy term for a digital or film camera. Some people would prefer a digital camera (digicam) to a film SLR camera. SLRs use film while digicams use memory cards. Digicams have a liquid crystal display (LCD) which eliminates the use of viewfinders. In fact, most digicams today have just an LCD, with no more viewfinders. A digicam eliminates the photo waiting time. With an SLR, one would need to develop his or her film to see the photograph. Digicams, on the other hand, are able to display recent photos taken. This allows a photographer to see his or her photo quickly, enabling him or her to correct lighting, composition, and other photography-related errors. However, one of the major drawbacks of a digicam is the unavailability of aperture settings. If one wishes to capture a picture focused on a certain subject, he or she would have to keep adjusting his or her camera to capture the subject. The SLR allows for faster focusing thanks to its focusing mechanism. Additionally, the SLR allows for manual zoom, which is faster than a digicam’s motorized zooming lens (“Differences Between SLRs and Digital Compacts”). Digicams also support video recording and playback, but SLRs do not. Most consumers would prefer to own digicams though, thanks to its more compact size, lighter weight and cheaper cost. If one wishes to purchase a camera, one must keep in mind both the pros and cons of the SLR vs. the digicam.
Even SLRs today have gone digital, thanks to the birth of Digital SLRs (DLSR). SLRs and DSLRs are basically the same, except that the latter now has a display and uses memory cards to store captured images. Memory cards give photographers the chance to shoot more and more images, thanks to the high capacity that memory cards have (“Difference between SLR and DSLR”). The DSLR is, technically speaking, more advanced compared to an DLR. DSLRs provide all features that SLRs do, such as manual zoom, aperture and shutter speed; however, the advantages of the DSLR include digital storage, LCD, availability of different shooting modes and built-in flash. Additionally, like a digicam, some DSLRs can record videos. There are also some DSLRs that have an audio/video jack so that pictures and videos can be stored in the camera’s memory card can be displayed straight to a screen, such as a television. The DSLR is like a digicam-SLR-combo. The DSLR may be better than both the SLR and digicam, combining the former’s advanced features and the latter’s technological breakthroughs. The DSLR, despite being more expensive than an SLR, has become the pinnacle of photographic technology (“Difference Between SLR and DSLR”).
Despite numerous misconceptions, the SLR is still one of the best choices of professional photographers. It is a piece of technology that has changed the landscape of the world of photography due to its ability to capture precisely what a photographer sees through the lens. Though the SLR seems to have been eclipsed by more technologically-advanced cameras like the DSLR and digicams, the experience of using an SLR is very much different. These SLRs can still give some users a run for their money.
LIST OF REFERENCES:
Aperture, Shutter and ISO Value. (n.d.). Retrieved March 25, 2010 from http://www.kamerasimulator.se/eng/?page_id=2
Differences Between SLRs and Digital Compacts. (n.d.). Retrieved March 25, 2010 from http://www.digital-slr-guide.com/difference-between-slr-and-digital.html
Difference Between SLR and DSLR. (n.d.). Retrieved March 25, 2010 from http://www.differencebetween.net/object/difference-between-slr-and-dslr/
How Cameras Work. (n.d.) Retrieved March 25, 2010 from http://www.howstuffworks.com/camera.htm
Mithra, S. (n.d.). What is a SLR (Single Lens Reflex) Camera?. Retrieved March 25, 2010 from http://www.wisegeek.com/what-is-a-SLR-camera.htm.
Shutter Speed. (n.d.). Retrieved March 25, 2010 from http://www.photography.com/articles/basic-concepts/shutter-speed/
Single Lens-Reflex Camera. (n.d.). Retrieved March 25, 2010 from http://hyperphysics.phy-astr.gsu.edu/HBASE/geoopt/slr.html
An SLR camera is one that allows photographers to capture pictures with excellent focus, colour, and composition and light (Mithra). SLRs provide photographers the ability to control settings which results to better picture quality. This type of camera is very versatile. It allows photographers to capture images in different situations and areas, such as moving subjects and low-light areas. Some people view SLRs as just a prettier and more expensive camera. Professional photographers however would beg to differ.
Like most cameras, the SLR is composed of three main components: the lens, film, and body. The lens is made of either plastic or glass (“How Cameras Works”). The camera also has a flip-up mirror. As light beams enter the lens, they are reflected to a pentaprism via the flip-up mirror. The pentaprism then redirects the light to the viewfinder, thus allowing the photographer to see what the “sees” (“Single Lens-Reflex Camera”). The lenses, mirror, and pentaprism, along with the film and the camera’s mechanical parts are all housed in a plastic or aluminium (among other choices) body. When a photographer decides to take a photo, he or she presses the shutter button. The shutter button moves the mirror so the film behind it can capture an image.
As mentioned previously, as SLR has lenses, mirrors, a pentaprism, and film. Some SLRs also have batteries (others do not) and a port for external flash support. Higher-end and more advanced SLRs like Digital SLRs have screens and memory card slots. Additionally, SLRs allow control over shutter speed, aperture and ISO, all of which have a direct effect in picture quality. Photography.com defines shutter speed as the amount of time the camera allows light to pass through the lens to record an image. The shutter speed is measured in seconds (“Shutter Speed”). An example of a shutter speed value would be 1/100” or 10”. Aperture controls the amount of light entering the lens as well as the image depth. Small apertures result in vice versa (“Aperture, Shutter and ISO Value”). The aperture is measured in f-stops , such examples are f16 or f32. ISO measures a camera’s light sensitivity. Since ISOs measure light sensitivity, this allows the photographer to capture images in low light areas despite using a lower shutter speed setting. However, the major drawback of a high ISO is that captured images tend to have more noise (“Aperture, Shutter and ISO Value”). Noise refers to the “grains” in pictures, which make the image pixelated. Since SLRs are deemed as more advanced, one has the liberty to mix-and-match aperture, ISO and shutter speed settings to achieve their desired photo. SLRs also have a wide variety of peripherals, the most common being lenses and/or lens kits. Interchangeable lenses are an integral part of a professional photographers’ camera kit. Interchangeable lenses allow one to switch between lenses and to prevent the corruption of film. There are many different lenses which cater to many different needs, such as macro, wide-angle and zoom lenses.
A common misconception on some folk is the SLR is just a fancy term for a digital or film camera. Some people would prefer a digital camera (digicam) to a film SLR camera. SLRs use film while digicams use memory cards. Digicams have a liquid crystal display (LCD) which eliminates the use of viewfinders. In fact, most digicams today have just an LCD, with no more viewfinders. A digicam eliminates the photo waiting time. With an SLR, one would need to develop his or her film to see the photograph. Digicams, on the other hand, are able to display recent photos taken. This allows a photographer to see his or her photo quickly, enabling him or her to correct lighting, composition, and other photography-related errors. However, one of the major drawbacks of a digicam is the unavailability of aperture settings. If one wishes to capture a picture focused on a certain subject, he or she would have to keep adjusting his or her camera to capture the subject. The SLR allows for faster focusing thanks to its focusing mechanism. Additionally, the SLR allows for manual zoom, which is faster than a digicam’s motorized zooming lens (“Differences Between SLRs and Digital Compacts”). Digicams also support video recording and playback, but SLRs do not. Most consumers would prefer to own digicams though, thanks to its more compact size, lighter weight and cheaper cost. If one wishes to purchase a camera, one must keep in mind both the pros and cons of the SLR vs. the digicam.
Even SLRs today have gone digital, thanks to the birth of Digital SLRs (DLSR). SLRs and DSLRs are basically the same, except that the latter now has a display and uses memory cards to store captured images. Memory cards give photographers the chance to shoot more and more images, thanks to the high capacity that memory cards have (“Difference between SLR and DSLR”). The DSLR is, technically speaking, more advanced compared to an DLR. DSLRs provide all features that SLRs do, such as manual zoom, aperture and shutter speed; however, the advantages of the DSLR include digital storage, LCD, availability of different shooting modes and built-in flash. Additionally, like a digicam, some DSLRs can record videos. There are also some DSLRs that have an audio/video jack so that pictures and videos can be stored in the camera’s memory card can be displayed straight to a screen, such as a television. The DSLR is like a digicam-SLR-combo. The DSLR may be better than both the SLR and digicam, combining the former’s advanced features and the latter’s technological breakthroughs. The DSLR, despite being more expensive than an SLR, has become the pinnacle of photographic technology (“Difference Between SLR and DSLR”).
Despite numerous misconceptions, the SLR is still one of the best choices of professional photographers. It is a piece of technology that has changed the landscape of the world of photography due to its ability to capture precisely what a photographer sees through the lens. Though the SLR seems to have been eclipsed by more technologically-advanced cameras like the DSLR and digicams, the experience of using an SLR is very much different. These SLRs can still give some users a run for their money.
LIST OF REFERENCES:
Aperture, Shutter and ISO Value. (n.d.). Retrieved March 25, 2010 from http://www.kamerasimulator.se/eng/?page_id=2
Differences Between SLRs and Digital Compacts. (n.d.). Retrieved March 25, 2010 from http://www.digital-slr-guide.com/difference-between-slr-and-digital.html
Difference Between SLR and DSLR. (n.d.). Retrieved March 25, 2010 from http://www.differencebetween.net/object/difference-between-slr-and-dslr/
How Cameras Work. (n.d.) Retrieved March 25, 2010 from http://www.howstuffworks.com/camera.htm
Mithra, S. (n.d.). What is a SLR (Single Lens Reflex) Camera?. Retrieved March 25, 2010 from http://www.wisegeek.com/what-is-a-SLR-camera.htm.
Shutter Speed. (n.d.). Retrieved March 25, 2010 from http://www.photography.com/articles/basic-concepts/shutter-speed/
Single Lens-Reflex Camera. (n.d.). Retrieved March 25, 2010 from http://hyperphysics.phy-astr.gsu.edu/HBASE/geoopt/slr.html
ENTRANCE ESSAY - A Naive Understanding of What Lied Ahead of ENGLCOM
Reading and writing are two of the most important skills a person needs. Both reading and writing have many components. Writing has different mechanics and reading has different styles. As a person, I have my strengths in both reading and writing, however, I also have weaknesses and have areas for improvement.
My strengths include speed reading, easily understanding the topic at hand, being able to locate details presented and utilizing different reading skills to accommodate the kind of reading needed based on time. Speed reading pertains to the ability to read, perhaps a selection of a story, faster than most people can. Understanding the topic refers to the ability to “pick up” what the author is conveying to us, whether the author states it directly or otherwise. Being able to locate details is the ability to, after reading, recall which part of the selection a certain detail came from. Lastly, the ability to use different reading skills means one is able to read based on numerous factors: time at hand, location, noise, among others. One knows how to read under pressure or amid a noisy crowd.
As for writing, my skills are good capitalization, proper punctuation, decent spelling and subject-verb agreement. I also have the ability to organize thoughts in my head before writing, which may eliminate the need for an outline. In addition, I know how to write different composition, like a story, poem (with a syllable count, rhymes, etc.), essays and letters.
As for my areas for improvement, I need a lot too. First, I need to know to use the hyphen and semi-colon as I’m not really adept to it. I also need to use outlines when writing important papers. Also, I have to avoid cramming too much information and ideas in one sentence. Lastly, I have to stop using shortcuts (like tom or ff:) when writing.
I expect from ENGLCOM to be able to handle my weak points, learn them with skill and apply them when I read or write. By the end of the term, I hope to be an even more proficient writer than what I think I am.
In my opinion, ENGLCOM will help me in my weak points. By writing, I will learn from my mistakes (and hopefully learn to use hyphens and semi-colons) and become more proficient. I noticed from the syllabus that outlining is NEEDED when writing an essay, and that will help in my quest to use outlines more often.
My strengths include speed reading, easily understanding the topic at hand, being able to locate details presented and utilizing different reading skills to accommodate the kind of reading needed based on time. Speed reading pertains to the ability to read, perhaps a selection of a story, faster than most people can. Understanding the topic refers to the ability to “pick up” what the author is conveying to us, whether the author states it directly or otherwise. Being able to locate details is the ability to, after reading, recall which part of the selection a certain detail came from. Lastly, the ability to use different reading skills means one is able to read based on numerous factors: time at hand, location, noise, among others. One knows how to read under pressure or amid a noisy crowd.
As for writing, my skills are good capitalization, proper punctuation, decent spelling and subject-verb agreement. I also have the ability to organize thoughts in my head before writing, which may eliminate the need for an outline. In addition, I know how to write different composition, like a story, poem (with a syllable count, rhymes, etc.), essays and letters.
As for my areas for improvement, I need a lot too. First, I need to know to use the hyphen and semi-colon as I’m not really adept to it. I also need to use outlines when writing important papers. Also, I have to avoid cramming too much information and ideas in one sentence. Lastly, I have to stop using shortcuts (like tom or ff:) when writing.
I expect from ENGLCOM to be able to handle my weak points, learn them with skill and apply them when I read or write. By the end of the term, I hope to be an even more proficient writer than what I think I am.
In my opinion, ENGLCOM will help me in my weak points. By writing, I will learn from my mistakes (and hopefully learn to use hyphens and semi-colons) and become more proficient. I noticed from the syllabus that outlining is NEEDED when writing an essay, and that will help in my quest to use outlines more often.
Sunday, April 11, 2010
CCS: The College of Computers and Stress
Being a college student is not easy. The lessons breeze by. There are a ton papers and activities and projects to accomplish. It is no wonder that college students are often stressed out, no doubt due to the amount of work a course requires. The College of Computer Studies (CCS) of De La Salle University (DLSU) houses some of the most stressed-out students of the University. CCS students gain a tremendous amount of stress as a cause of the program’s big workload.
The basics of CCS require a student to be acquainted with programming languages, with C and Java being the basics. However, the unfamiliarity of students to a new programming language leads one to stress. A new kind of syntax and lexicon different from normal language baffles most students. Students are introduced to Command Prompt syntax and commands, coding schemes and conventions, and new operator symbols such as the not-equal (!=) and the or (||), among many others. All the “printfs” and for-loops and operator hierarchies look like an ancient language to a beginning programmer. This unfamiliarity poses another problem: completing the Machine Project.
The Machine Project (MP) is a programming course requirement. The MP is usually about 30% of course’s final grade. Having to complete the MP in a short amount of time contributes to a CCS student’s stress. Applying a new programming language to meet certain MP requirements is not easy; especially when a certain topic needed for MP implementation was not discussed fully or was not discussed at all. In addition, one would need to formulate his or her algorithm and code to accomplish the MP. Therefore, the MP makes students lose sleep for formulating algorithms, researching ways to implement and trying to encode the MP. CCS students end up being sleepy, lethargic, exhausted, cranky and dull. Aside from the MP, CCS students, as with most college students, have examinations.
Studying for a midterm exam, departmental exam (depex), or final exam can be another struggle, especially when there are a multitude of tasks to accomplish. Aside from major CCS courses, there are also floating courses that administer tests. These tests come in different forms. Most programming tests are composed of a multiple choice part, a code debugging part and a programming part. Most students have no trouble in the multiple choice tests. Students usually falter in the debugging or programming portion. Debugging poses a lot of problems since the errors in a given code segment are very subtle; they are hard to spot. Carelessness could cause a student to lose a few points. Programming tests are usually the hardest. One would need to write his or her code (as opposed to typing) and trace it manually since a compiler is not allowed. With the different of a programming test, much studying is required to avoid committing mistakes. But then again, how can one find ample time to study with all the things he or she has to do?
Stress is an unavoidable part of a college student’s life, especially if that student is a part of CCS. Being a CCS student requires one to be able to cope with the stress of CCS. One would need proper time management and discipline to succeed in CCS. A typical CCS student would know that to pass, he or she would have to lose a great number of hours of sleep. To help cope with programming, it is recommended to do some advance studying to lessen the stress of learning a new language. If one can manage his or time and priorities effectively, one’s amount of stress can be lessened greatly.
The basics of CCS require a student to be acquainted with programming languages, with C and Java being the basics. However, the unfamiliarity of students to a new programming language leads one to stress. A new kind of syntax and lexicon different from normal language baffles most students. Students are introduced to Command Prompt syntax and commands, coding schemes and conventions, and new operator symbols such as the not-equal (!=) and the or (||), among many others. All the “printfs” and for-loops and operator hierarchies look like an ancient language to a beginning programmer. This unfamiliarity poses another problem: completing the Machine Project.
The Machine Project (MP) is a programming course requirement. The MP is usually about 30% of course’s final grade. Having to complete the MP in a short amount of time contributes to a CCS student’s stress. Applying a new programming language to meet certain MP requirements is not easy; especially when a certain topic needed for MP implementation was not discussed fully or was not discussed at all. In addition, one would need to formulate his or her algorithm and code to accomplish the MP. Therefore, the MP makes students lose sleep for formulating algorithms, researching ways to implement and trying to encode the MP. CCS students end up being sleepy, lethargic, exhausted, cranky and dull. Aside from the MP, CCS students, as with most college students, have examinations.
Studying for a midterm exam, departmental exam (depex), or final exam can be another struggle, especially when there are a multitude of tasks to accomplish. Aside from major CCS courses, there are also floating courses that administer tests. These tests come in different forms. Most programming tests are composed of a multiple choice part, a code debugging part and a programming part. Most students have no trouble in the multiple choice tests. Students usually falter in the debugging or programming portion. Debugging poses a lot of problems since the errors in a given code segment are very subtle; they are hard to spot. Carelessness could cause a student to lose a few points. Programming tests are usually the hardest. One would need to write his or her code (as opposed to typing) and trace it manually since a compiler is not allowed. With the different of a programming test, much studying is required to avoid committing mistakes. But then again, how can one find ample time to study with all the things he or she has to do?
Stress is an unavoidable part of a college student’s life, especially if that student is a part of CCS. Being a CCS student requires one to be able to cope with the stress of CCS. One would need proper time management and discipline to succeed in CCS. A typical CCS student would know that to pass, he or she would have to lose a great number of hours of sleep. To help cope with programming, it is recommended to do some advance studying to lessen the stress of learning a new language. If one can manage his or time and priorities effectively, one’s amount of stress can be lessened greatly.
Monday, March 22, 2010
The Simpsons or Family Guy? A Comparison of the Two Funniest Animated Programs in Television.
The Simpsons is an animated television show created by Matt Groening. (“The Simpsons”) Family Guy, like The Simpsons, is also an animated program created, created by Seth MacFarlane. Both programs are aired by the Fox Broadcasting Company. Both shows are situational comedies (sitcoms). Both The Simpsons and Family Guy are centered on families (the Simpsons and the Griffins respectively) and have many similarities and differences, among them are their achievements and comedic style.
The Simpsons family consists of five very different people with almost the same fault. Father Homer is a foolish, ill-mannered man. Homer is the husband of obsessive-compulsive Marge. Homer and Marge are the parents of mischievous Bart, indifferent Lisa and odd Maggie. The usual plot is that Lisa is always starting some new way to help humanity, such as recycling and conserving resources and promoting animal rights. Due to her actions, she frequently becomes the butt of Bart’s jokes. Bart is the black sheep, always irritating either the principal of his school or his father Homer. If Bart pulls a prank on Homer, he exclaims “Why you little,” and proceeds to strangle Bart. If no pranks befall Homer, he usually does something stupid, like hijack a car or drink beer. Marge typically takes care of Maggie, as well as the rest of her family whom she loves. Maggie is odd in the way that she has skills her parents do not know about. She once saved Homer from drowning by swimming AND rescuing him. Maggie can even fire a sub-machine gun! The show, which is set in fictional Springfield, presents a satirical parody of the typical American lifestyle. (“The Simpsons”) The Simpsons employs a plot-driven style of humor. Additionally, celebrities, landmarks and current events are sometimes the points of the show’s humor. One such example is an episode of former United States President Bill Clinton moving to Springfield, and is eventually driven o the brink of insanity by Homer. The show has also featured Arnold Schwarzenegger, Michael Jordan, Pamela Anderson and Dennis Rodman, among many other celebrities. Thanks to the show’s unique humor and wit, the show has left a mark on American popular culture. The Simpsons are now television icons. (“About The Simpsons”) Homer’s famous exclamation “D’oh!” has also been included in the English lexicon. (“The Simpsons”) Winner of multiple Emmy Awards, The Simpsons is the longest running animated program in TV history. Running for over twenty years, the show has entertained thousands of people. Currently, the show is airing its twenty-first season and has shown more than 454 episodes since debuting on December 17, 1989. On July 2007, The Simpsons family was shown in their first feature-length film: The Simpsons Movie. The movie generated US$527 million in cinemas worldwide. (“The Simpsons”) The show’s unique style of humor is the source of its immense success and popularity.
Much like the Simpsons, the Griffins from Family Guy are composed of five quirky people, still flawed. However, the Griffins have a talking dog with them named Brian. Bumbling Peter a d caring Lois are the parents of self-conscious Meg Peter-like Chris and diabolical baby Stewie, who speaks like an arch villain. The show centers on the Griffins. It features Meg struggling for popularity, which results in Peter and Chris making fun of her. Stewie usually hangs out with Brian. Stewie, however, has this diabolical desire to murder Lois. The show uses cutaway gags to parody American culture, as opposed to a pot-driven humor used by The Simpsons. One episode featured a tap dance cutaway of Stewie and Gene Kelly. In 2001, the show was cancelled. The show was eventually brought back in 2004 due to high ratings of re-runs and exceptional DVD sales. (“Family Guy”) The show has won three Emmy Awards in the eight seasons it has been airing, proving that the “anything-goes” humor is loved by fans.
The Simpson and Family Guy, both animated programs featuring dysfunctional families, differ in their style of humor and their achievements. However much different the two shows are, they both have the same goal: to entertain. While it may be true that the two shows employ different styles, they never fail to amuse audiences throughout the world. That is what is most important for the two show’s writers and producers. The Simpsons and Family Guy are two of the funniest animated programs that have ever graced television.
The Simpsons family consists of five very different people with almost the same fault. Father Homer is a foolish, ill-mannered man. Homer is the husband of obsessive-compulsive Marge. Homer and Marge are the parents of mischievous Bart, indifferent Lisa and odd Maggie. The usual plot is that Lisa is always starting some new way to help humanity, such as recycling and conserving resources and promoting animal rights. Due to her actions, she frequently becomes the butt of Bart’s jokes. Bart is the black sheep, always irritating either the principal of his school or his father Homer. If Bart pulls a prank on Homer, he exclaims “Why you little,” and proceeds to strangle Bart. If no pranks befall Homer, he usually does something stupid, like hijack a car or drink beer. Marge typically takes care of Maggie, as well as the rest of her family whom she loves. Maggie is odd in the way that she has skills her parents do not know about. She once saved Homer from drowning by swimming AND rescuing him. Maggie can even fire a sub-machine gun! The show, which is set in fictional Springfield, presents a satirical parody of the typical American lifestyle. (“The Simpsons”) The Simpsons employs a plot-driven style of humor. Additionally, celebrities, landmarks and current events are sometimes the points of the show’s humor. One such example is an episode of former United States President Bill Clinton moving to Springfield, and is eventually driven o the brink of insanity by Homer. The show has also featured Arnold Schwarzenegger, Michael Jordan, Pamela Anderson and Dennis Rodman, among many other celebrities. Thanks to the show’s unique humor and wit, the show has left a mark on American popular culture. The Simpsons are now television icons. (“About The Simpsons”) Homer’s famous exclamation “D’oh!” has also been included in the English lexicon. (“The Simpsons”) Winner of multiple Emmy Awards, The Simpsons is the longest running animated program in TV history. Running for over twenty years, the show has entertained thousands of people. Currently, the show is airing its twenty-first season and has shown more than 454 episodes since debuting on December 17, 1989. On July 2007, The Simpsons family was shown in their first feature-length film: The Simpsons Movie. The movie generated US$527 million in cinemas worldwide. (“The Simpsons”) The show’s unique style of humor is the source of its immense success and popularity.
Much like the Simpsons, the Griffins from Family Guy are composed of five quirky people, still flawed. However, the Griffins have a talking dog with them named Brian. Bumbling Peter a d caring Lois are the parents of self-conscious Meg Peter-like Chris and diabolical baby Stewie, who speaks like an arch villain. The show centers on the Griffins. It features Meg struggling for popularity, which results in Peter and Chris making fun of her. Stewie usually hangs out with Brian. Stewie, however, has this diabolical desire to murder Lois. The show uses cutaway gags to parody American culture, as opposed to a pot-driven humor used by The Simpsons. One episode featured a tap dance cutaway of Stewie and Gene Kelly. In 2001, the show was cancelled. The show was eventually brought back in 2004 due to high ratings of re-runs and exceptional DVD sales. (“Family Guy”) The show has won three Emmy Awards in the eight seasons it has been airing, proving that the “anything-goes” humor is loved by fans.
The Simpson and Family Guy, both animated programs featuring dysfunctional families, differ in their style of humor and their achievements. However much different the two shows are, they both have the same goal: to entertain. While it may be true that the two shows employ different styles, they never fail to amuse audiences throughout the world. That is what is most important for the two show’s writers and producers. The Simpsons and Family Guy are two of the funniest animated programs that have ever graced television.
Monday, March 8, 2010
Drumming 101: Introduction to Drum Setup
Have you ever noticed that loud, noisy instrument when bands play their songs? That is a drum kit, also known as drum set, kit, or simply just drums. A drum kit is a collection of snares, cymbals, and other percussion instruments played using both drumsticks and pedals. Different drummers prefer different drum kits. Setting up a drum kit is not as easy as it seems, it involves harmony in sight and sound. The pieces of the kit should be well-tuned and the overall aesthetic appeal should be good.
Before you even think of actually setting up a kit, conceptualize your kit first. Establish your comfort zone (nothing should be too hard or too awkward to hit) and visualize your setup. Now that you have a basic concept of what pieces to include, examine them. Check your pieces for wear and tear. Doing so will help prevent further damage and/or accidents.
Now that you have a blueprint of your preferred setup, you are now ready to build a basic kit. With safety in mind, place a non-slip mat in areas you would want to build around. This step prevents slipping and ensures more safety. Place the throne (seat) in the middle of the mat. Establish a comfortable sitting position since pedals are placed where your feet are rested. Then place the bass drum and its pedal (the pedal is used to hit the bass) in front of your right foot. On the opposite foot, place the hi-hat its pedal, and its stand. Now that you have two pedals which your feet can reach and step on, place the snare drum (and its stand) in between your legs. Lastly, place the ride cymbal to your right. The ride serves as an alternative to plating the hi-hat. What you have just built is a basic, four-piece kit. Others also use a five-piece kit, attaching either a tom on top of the bass or placing a floor tom to the right of the bass.
To produce different sounds, additional pieces are available. The most common additions are cymbals: the crash, china and splash. The crash and its stand are placed on the left, close to the toms or hi-hat. The crash is used for accents. The china is placed to the right. It is used to produce dark and crisp tones. Splashes may be placed close to the crash or hi-hat. Tambourines and chimes are also a welcome addition. Normally, tambourines are placed on the same stand as the hi-hat. Chimes are placed to the left of the hats. Chimes are used for a dramatic effect in ending songs. Woodblocks and cowbells may also be used. These are usually placed near the ride. Some drummers also place an additional bass drum pedal beside the hi-hat pedal to allow a double-bass drum style of play.
Now that you have your basic (or advanced) kit, you are almost done with your setup. All that are left to do are the sound check and final touches. The first thing to do in the sound check is to strike the pieces and check if they produce the sounds you want. The tom toms, bass and snare have tension rods, and adjusting those would adjust the pieces’ tone. The snare also has a throw-off lever. Adjusting the lever will make the snare sound muffled or not. The hi-hat has a clutch. The pedal, when stepped, closes the hat, and when released, opens it. To adjust the hat, step on the pedal and adjust the clutch until the desired hat opening is achieved. Finally, tightening or loosening the cymbal clamp holders and/or tilting the cymbals adjust their sound.
Different drummers have different kits. Chad Smith of the Red Hot Chilli Peppers has a pretty simple kit while Mike Portnoy of Dream Theater has an exotic, multi-piece kit. The pieces you need for your kit are dependent on your preferred genre of music, your style of play, and your budget for pieces. Keep in mind, cymbals and other peripherals are quite expensive. For help and information on drum setups, you may visit http://www.sabian.com/EN/setupbuilder. This site gives information and prices on pieces. Additionally, this site has a virtual drum kit builder to help you conceptualize, should you need it.
So that is it! You are now ready to rock and roll all night, as well as party every day. Just remember that a kit is visually appealing and musically in-sync; it must not only look good, but it must sound good as well. So, good luck and keep on drumming!
Before you even think of actually setting up a kit, conceptualize your kit first. Establish your comfort zone (nothing should be too hard or too awkward to hit) and visualize your setup. Now that you have a basic concept of what pieces to include, examine them. Check your pieces for wear and tear. Doing so will help prevent further damage and/or accidents.
Now that you have a blueprint of your preferred setup, you are now ready to build a basic kit. With safety in mind, place a non-slip mat in areas you would want to build around. This step prevents slipping and ensures more safety. Place the throne (seat) in the middle of the mat. Establish a comfortable sitting position since pedals are placed where your feet are rested. Then place the bass drum and its pedal (the pedal is used to hit the bass) in front of your right foot. On the opposite foot, place the hi-hat its pedal, and its stand. Now that you have two pedals which your feet can reach and step on, place the snare drum (and its stand) in between your legs. Lastly, place the ride cymbal to your right. The ride serves as an alternative to plating the hi-hat. What you have just built is a basic, four-piece kit. Others also use a five-piece kit, attaching either a tom on top of the bass or placing a floor tom to the right of the bass.
To produce different sounds, additional pieces are available. The most common additions are cymbals: the crash, china and splash. The crash and its stand are placed on the left, close to the toms or hi-hat. The crash is used for accents. The china is placed to the right. It is used to produce dark and crisp tones. Splashes may be placed close to the crash or hi-hat. Tambourines and chimes are also a welcome addition. Normally, tambourines are placed on the same stand as the hi-hat. Chimes are placed to the left of the hats. Chimes are used for a dramatic effect in ending songs. Woodblocks and cowbells may also be used. These are usually placed near the ride. Some drummers also place an additional bass drum pedal beside the hi-hat pedal to allow a double-bass drum style of play.
Now that you have your basic (or advanced) kit, you are almost done with your setup. All that are left to do are the sound check and final touches. The first thing to do in the sound check is to strike the pieces and check if they produce the sounds you want. The tom toms, bass and snare have tension rods, and adjusting those would adjust the pieces’ tone. The snare also has a throw-off lever. Adjusting the lever will make the snare sound muffled or not. The hi-hat has a clutch. The pedal, when stepped, closes the hat, and when released, opens it. To adjust the hat, step on the pedal and adjust the clutch until the desired hat opening is achieved. Finally, tightening or loosening the cymbal clamp holders and/or tilting the cymbals adjust their sound.
Different drummers have different kits. Chad Smith of the Red Hot Chilli Peppers has a pretty simple kit while Mike Portnoy of Dream Theater has an exotic, multi-piece kit. The pieces you need for your kit are dependent on your preferred genre of music, your style of play, and your budget for pieces. Keep in mind, cymbals and other peripherals are quite expensive. For help and information on drum setups, you may visit http://www.sabian.com/EN/setupbuilder. This site gives information and prices on pieces. Additionally, this site has a virtual drum kit builder to help you conceptualize, should you need it.
So that is it! You are now ready to rock and roll all night, as well as party every day. Just remember that a kit is visually appealing and musically in-sync; it must not only look good, but it must sound good as well. So, good luck and keep on drumming!
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