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The study of music provides many examples of the superposition of waves and the constructive and destructive interference that occurs. Very few examples of music being performed consist of a single source playing a single frequency for an extended period of time. A single frequency of sound for an extended period might be monotonous to the point of irritation, similar to the unwanted drone of an aircraft engine or a loud fan. Music is pleasant and exciting due to mixing the changing frequencies...
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Updated: Jul 14, 2025

Real-Time Proxy-Control of Re-Parameterized Peripheral Signals using a Close-Loop Interface
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Paradoxical Rhythms in Teaching-Learning: Glimpsing the Utterable-Unutterable.

Nan Russell Yancey1

  • 1Professor Emeritus, Lewis University, Romeoville, IL, USA.

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|October 6, 2023
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Summary

This study explores the unspoken aspects of teaching and learning in nursing education. It offers guidance for nurse faculty to embrace these complexities within their practice.

Keywords:
humanbecomingparadoxical rhythmsteaching-learningutterable-unutterable

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Area of Science:

  • Nursing Education
  • Pedagogy

Background:

  • The teaching-learning process in nursing is complex and involves both explicit and implicit elements.
  • Understanding the 'utterable-unutterable' is crucial for effective nurse faculty development.

Purpose of the Study:

  • To explore the concept of the 'utterable-unutterable' within the context of nursing education.
  • To provide practical suggestions for nurse faculty to navigate and utilize these nuances in teaching-learning.

Main Methods:

  • Qualitative exploration through a personal narrative.
  • Reflection on existing literature regarding teaching-learning paradoxes.
  • Application of the humanbecoming teaching-learning model.

Main Results:

  • The humanbecoming model offers a framework for understanding paradoxical elements in nursing education.
  • Personal experience highlights the significance of implicit knowledge and unspoken communication.
  • Literature review supports the importance of acknowledging ambiguity in teaching.

Conclusions:

  • Nurse faculty can enhance teaching-learning by recognizing and valuing the 'utterable-unutterable'.
  • Embracing paradoxes fosters a richer, more authentic educational environment for nursing students.
  • Further research is needed to explore practical strategies for integrating these concepts.