The Republic Book I Essay Example For Students

The Republic Book I Essay Most normal individuals in the modern world would assume that all books written, not published, by man are based on either a portion of the authors imagination, an event (biased or non-biased) in either history or during the life of the author, a straight-out autobiography, or a generalized biography of another person they once knew. However, this philosophical novel fits none of the descriptions above. The book is actually an in-depth recording of a philosophy contest between Platos teacher Socrates and several other great philosophers. What is significant about this contest is that, in it, Socrates describes his personal view of a perfect world, and why justice is so important in the process of creating a civilized world. We will write a custom essay on The Republic Book I specifically for you for only $16.38 $13.9/page Order now The novel was completed in 370 B.C., and it describes a strong debate between Socrates and five other speakers. The two main arguments that he illustrates in this novel are that a ruler cannot obtain more power than the state, and that a philosopher is best suited to rule a nation since he has the ability to maintain this balance. Also, Socrates claims that only the philosopher has traveled beyond the cave of worldly desires and temptations to discover what justice really is. Socrates first major argument is with Thrasymachus in Book I. The current debate lies on the pure definition of justice. Thrasymachus claims that there is only one principle of justice: the interest of the more dominant force. Socrates counters this argument by using the phrase the stronger. He claims that the ruler of a nation will not be aided, but harmed, by an unintentional command, in the long run. Socrates then builds his argument gradually by stating that the good and just man looks out for the interest o f the weaker, and not for himself. Thrasymachus tries to counter Socratess argument by vaguely proclaiming that injustice is more gainful than justice. However, Socrates bravely explains that the just man will live happily because he has a just soul, and the man with the unjust soul lives in poverty; therefore, injustice can never be greater than justice. At this point in the novel I saw Thrasymachuss flaw and also the reason why Socrates has silenced Thrasymachus. Injustice, in my opinion, may be better as a short-term plan for pleasure, but in the long run the unjust man will be condemned by just men of his evil deeds, thus leading to his downfall. This is a point Thrasymachus failed to see, and thus his argument was too unilateral. This is the reason I believe he lost, and his failure led me to believe that Thrasymachus is a knowledgeable man without wisdom(whereas Socrates had both). After Thrasymachuss defeat, Glaucon steps up to challenge Socrates. Glaucons first argument is that doing injustice and not being punished for it is much more pleasurable than suffering injustice at the hands of unjust rulers and practicing justice. Glaucons brother, Adeimantus, backs up his brothers speech by stating that an unjust man with a deceivably just reputation(which is almost always the trait of the perfectly unjust man) is also better than the just man. But Socrates counters these two strong speeches by proclaiming that, in an average city, justice is needed for the Senate to build the city, for citizens to trade and barter with foreigners, and for training and educating soldiers for battle. Socrates also states that justice comes from God and those who follow his example become just. Although these two arguments are striking contrasted content-wise, there is a connection between them. If a man is unjust, he will not only be condemned by men, but by God as well. And even t hough there may be no Supreme Being that controls the Earth and its neighboring planets, injustice will still cause harm, leading to more injustice and finally the destruction of the world. I am quite positive that Glaucon and Adeimantus are thinking in the same manner as Thrasymachus; they are thinking short-termed and are explaining their arguments in terms of the present. Of course, three unjust men in a world where just people rule could get away with almost any unjust act. But injustice leads to more injustice, as well as justice leads to more justice. Therefore, if the following is considered true, then unjust men leads to more unjust men, and then what would happen if unjust men ruled the world. There would be many intense conflicts, which would lead to violence and hatred, and finally, the destruction of mankind. So therefore in the end, unjust men would lose. .u2a5eb72d6d90b9dec85be83c86c9288b , .u2a5eb72d6d90b9dec85be83c86c9288b .postImageUrl , .u2a5eb72d6d90b9dec85be83c86c9288b .centered-text-area { min-height: 80px; position: relative; } .u2a5eb72d6d90b9dec85be83c86c9288b , .u2a5eb72d6d90b9dec85be83c86c9288b:hover , .u2a5eb72d6d90b9dec85be83c86c9288b:visited , .u2a5eb72d6d90b9dec85be83c86c9288b:active { border:0!important; } .u2a5eb72d6d90b9dec85be83c86c9288b .clearfix:after { content: ""; display: table; clear: both; } .u2a5eb72d6d90b9dec85be83c86c9288b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2a5eb72d6d90b9dec85be83c86c9288b:active , .u2a5eb72d6d90b9dec85be83c86c9288b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2a5eb72d6d90b9dec85be83c86c9288b .centered-text-area { width: 100%; position: relative ; } .u2a5eb72d6d90b9dec85be83c86c9288b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2a5eb72d6d90b9dec85be83c86c9288b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2a5eb72d6d90b9dec85be83c86c9288b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2a5eb72d6d90b9dec85be83c86c9288b:hover .ctaButton { background-color: #34495E!important; } .u2a5eb72d6d90b9dec85be83c86c9288b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2a5eb72d6d90b9dec85be83c86c9288b .u2a5eb72d6d90b9dec85be83c86c9288b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2a5eb72d6d90b9dec85be83c86c9288b:after { content: ""; display: block; clear: both; } READ: Individual Development Plan EssaySocrates continues with his argument by saying that persons of worth should be given the greatest respect and authority, which includes the Greek gods as well. Socrates also claims, using the arts of medicine, music, and gymnastics; that one who practices these arts constantly and repeatedly with disregard to his surroundings will soon become one with the art, and forget about what is really important in a mans life. This act will most definitely lead to injustice. Socrates polishes off the remainder of his argument by stating that the way of life of a man should be a guardian of the State; for they have courage and are never too lazy to pr otect the city from an enemy. The men who have plenty of possessions, however, become greedy and turn against their fellow citizens. During Socratess argument, in my opinion, Adeimantus looks to be stupefied by Socratess great wisdom and knowledge, and how Socrates takes simple points and develops them to defend his argument. However, Adeimantus(unlike the cowardly Thrasymachus) continued to participate in the debate, although saying little much than phrases agreeing with Socratess arguments. In Book IV, Adeimantus proposes a question to Socrates, asking what Socrates would do if someone blamed him for the economic condition of the man. Socrates responds, first of all, that if a man lives by education, courage, and self-mastery, he should have no trouble making a decent living in the modern world. Justice finds its place in these three principles because they are the common traits of the State, which all mankinds should respect and follow. Socrates continues his argument by generally stating throughout a long river of metaphors, symbols, and great understanding, that just men appreciate other just men, but not men opposite of what he is. Unjust men, on the other hand, appreciate neither just men nor other unjust men. The only interest they care about is that of himself. At this point Thrasymachus, Adeimantus, and Glaucon believe that Socrates has gone overboard with his arguments. Socrates replies by saying that it takes great depth inside wisdom and understanding and man y comparisons relating to everyday life to understand what truth really is; the three speakers then resume their positions. Socrates goes on by saying that men who make the best rulers possess not only political understanding and military leadership, but also great wisdom and understanding; therefore these people are the ones who have a complete understanding of what justice is. These rulers could also be philosophers with military experience, or military leaders with a great sense of philosophy. It seemed to me in this point in the novel that Glaucon and the other two were tired of Socratess arguments because they were too long and besides the point. However, as Socrates had said earlier, justice is not merely explained in minutes. It is a subject that must be looked into very closely and with the greatest respect and gravity. Socrates then explains that not all who claim to be philosophers are actually philosophers. At this point in the novel, Socrates explains the difference between those that claim to be philosophers, and those that actually are philosophers. Men who only claim to be philosophers are only thinking of building a reputation. At first they seem to be wiser and more knowledgeable than others, but after they have gained the respect of the citizens, they become corrupt and rule the city unjustly. Real philosophers, however, find that it is in their best interest to govern wisely and make laws fair enough for the good of the people, not for the benefit of the ruler. Real philosophers also have wisdom and understanding, which gives them a better understanding of justice than corrupted rulers. In any case, I am beginning to agree with Glaucon and the others about how Socrates builds his arguments; now its a good thing for a philosopher to start with a simple idea, and then use it to form the bas is of the philosophers opinion. However, in my opinion, Socrates is overdoing the formations of his opinions. For example, in Book VI, Socrates goes on and on about good and evil philosophers; much of what he says is pretty much beside the point, in my opinion. .u27fb9d7cb786518e491b0029bfaf19bc , .u27fb9d7cb786518e491b0029bfaf19bc .postImageUrl , .u27fb9d7cb786518e491b0029bfaf19bc .centered-text-area { min-height: 80px; position: relative; } .u27fb9d7cb786518e491b0029bfaf19bc , .u27fb9d7cb786518e491b0029bfaf19bc:hover , .u27fb9d7cb786518e491b0029bfaf19bc:visited , .u27fb9d7cb786518e491b0029bfaf19bc:active { border:0!important; } .u27fb9d7cb786518e491b0029bfaf19bc .clearfix:after { content: ""; display: table; clear: both; } .u27fb9d7cb786518e491b0029bfaf19bc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u27fb9d7cb786518e491b0029bfaf19bc:active , .u27fb9d7cb786518e491b0029bfaf19bc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u27fb9d7cb786518e491b0029bfaf19bc .centered-text-area { width: 100%; position: relative ; } .u27fb9d7cb786518e491b0029bfaf19bc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u27fb9d7cb786518e491b0029bfaf19bc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u27fb9d7cb786518e491b0029bfaf19bc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u27fb9d7cb786518e491b0029bfaf19bc:hover .ctaButton { background-color: #34495E!important; } .u27fb9d7cb786518e491b0029bfaf19bc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u27fb9d7cb786518e491b0029bfaf19bc .u27fb9d7cb786518e491b0029bfaf19bc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u27fb9d7cb786518e491b0029bfaf19bc:after { content: ""; display: block; clear: both; } READ: Effects Of Media Essay ThesisSocrates, after the previous argument, goes on to say that there is a difference between what the eyes see and what the mind sees. According to Socrates, the eyes see both small and great, but in a confused manner.(Book VII, section 524) What this means is that the eyes alone cannot distinguish what is right from what is wrong since they contribute to many sins, such as lust, coveting, and several others. After this statement, Socrates claims that the mind was compelled to reverse the process, and look at small and great as separate and not confused. (Book VII, section 524). What this means is that the mind, with the aid of wisdom and knowledge , can sense right from wrong easily. After all of Socratess arguments about justice, Socrates concludes his entire debate by describing what he calls a perfect State. This perfect land was The type of government in this State is democracy(where people rule the land) because then the people can obtain plenty of freedom to achieve their own pleasures without being pushed around by a superior force. In democracy also is equality, since people rule the government, and there is no reason for a man to be treated as an inferior by a fellow citizen. What the State does not have is a tyrant, which Socrates goes into great detail about in Book IX. The tyrant, as Socrates describes, is unable to satisfy anyone but himself. Therefore he has few, if any, friends. The tyrant is also a ruthless ruler; he is hard-hearted and will not forgive anyone of doing wrong to him. Finally, Socrates points out that, in his perfect State, philosophers will always have the advantage over other types of rulers b ecause they have wisdom and knowledge, which gives them the ability to govern justly and wisely. In my opinion, Socratess perfect State sounded plenty like the scenario progressing in the debate. Socrates, since he is a great philosopher, had the advantage over everyone because he was wise and intelligent in his arguments; therefore he obviously knew more about justice than anyone else. So, in conclusion, Socrates won the debate on the definition of justice. The reason for this is because Socrates, as stated before, had the wisdom and knowledge to analyze, in the most descriptive way, what justice really is. Glaucon and the others lacked what Socrates had, and so they could not support their arguments as well as Socrates could. I really liked this novel a lot because I am a lover of philosophy and understanding. However, I must admit that some of Socratess arguments were redundant and besides the point. But other than this crucial flaw, the book showed great insight, and Socrates cr eated a vivid description about what justice means to the modern world. Bibliography:

Free Essays on Philosophy In Teaching

Personal Philosophy of Teaching My personal philosophy of teaching focuses around my beliefs about education and what I hope to accomplish in my future years as a Special Education teacher. My main goal as a future teacher is to create a safe and welcoming classroom for my students. A place where they feel comfortable to be themselves, are motivated to learn and have fun while doing it. The school's of today offer children so much more than simple reading, writing and arithmetic. Yes, academics are the most important components of a school, but schools also give children the opportunity to explore new ideas, learn from and interact with their peers, and to help them become active members of society. I believe that all students, including students with special needs have the right to learn and to reach his/her highest potential, no matter what his/her learning style or pace may be. Each child should be given the opportunity to live, participate, and interact with one another in the same settings which include school, home and the workplace. Education is an ongoing process that begins at birth and continues throughout our entire lives, both in and out of the classroom. I believe it is important to be aware that education involves not only the instruction that takes place in the classroom but the community and the enviornment in which it exists. Therefore, I believe it necessary to incorporate the aspects of everyday life into the curriculum and for parents to be involved in their child's schooling as well. Effective teachers also bring lessons and activities to the classroom that promote interactive group activities where the children learn from each other. Learning is active rather than passive. In order for a child to fully learn something, they need to learn by doing rather than watching. Through group work, the students are able to share their differing ideas with each other, and gain an even bigger picture of the... Free Essays on Philosophy In Teaching Free Essays on Philosophy In Teaching Personal Philosophy of Teaching My personal philosophy of teaching focuses around my beliefs about education and what I hope to accomplish in my future years as a Special Education teacher. My main goal as a future teacher is to create a safe and welcoming classroom for my students. A place where they feel comfortable to be themselves, are motivated to learn and have fun while doing it. The school's of today offer children so much more than simple reading, writing and arithmetic. Yes, academics are the most important components of a school, but schools also give children the opportunity to explore new ideas, learn from and interact with their peers, and to help them become active members of society. I believe that all students, including students with special needs have the right to learn and to reach his/her highest potential, no matter what his/her learning style or pace may be. Each child should be given the opportunity to live, participate, and interact with one another in the same settings which include school, home and the workplace. Education is an ongoing process that begins at birth and continues throughout our entire lives, both in and out of the classroom. I believe it is important to be aware that education involves not only the instruction that takes place in the classroom but the community and the enviornment in which it exists. Therefore, I believe it necessary to incorporate the aspects of everyday life into the curriculum and for parents to be involved in their child's schooling as well. Effective teachers also bring lessons and activities to the classroom that promote interactive group activities where the children learn from each other. Learning is active rather than passive. In order for a child to fully learn something, they need to learn by doing rather than watching. Through group work, the students are able to share their differing ideas with each other, and gain an even bigger picture of the...

Tutoring in high school Essay Example | Topics and Well Written Essays - 500 words

Tutoring in high school - Essay Example I assisted Rose times by helping her organize her backpack because her bag had so many worksheets and she could not find her homework easily. Also, I stayed after homework hours and assisted students with many recreational activities. I worked with students in baking cookies, brownies, puppy chow, and cupcakes for their parents’ meeting. I also played Scrabble with them and a variety card games such as Uno, Egyptian Rat Screw, and Speed. One afternoon we had a girls’ time and Rose painted my fingernails blue. I thought about Rose every moment I saw my fingernails. I interacted with students from diverse backgrounds. Most students get bus tokens to take the city bus home, some live in unstable homes with family problems, and some live in unsafe environments. I gained a sense of their hard lives by tutoring and playing sports with them. I truly felt that I was making a difference in their lives and I enjoyed every minute of it. I hope I can expand my desire to help young children in the

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Physical fitness Cardio-vascular endurance

Physical fitness Cardio-vascular endurance Fitness components in sport Health related components Cardio-vascular endurance Cardio-vascular endurance is how the body supplies oxygen to fuel the muscles when participating in sport or high endurance events and situations. It does this through the heart, blood vessels, blood and respiratory system. Footballers need cardio-vascular endurance when the play because they need to be able to run throughout the whole 90 mins. Oxygen to the muscles is what allows them to do this. Swimmers need cardio-vascular endurance when they do long distance races e.g. 1500m swimming race where their body need a descent supply of oxygen to the muscles from start to finish. Boxers need to have excellent c-v endurance to be able to compete at a strong pace throughout a fight. Their muscles need oxygen in order to work throughout a fight so that they can throw punch after punch and block after block. Both these motions need the muscles to contract, flex and tense. Muscular endurance Muscular endurance is the ability to perform repetitive or sustained muscular contractions against some resistance for an extended period of time. Muscular endurance allows athletes to do more strenuous work. Footballers need muscular endurance to be able to repeatedly use muscles throughout a match e.g. in sprinting a player uses the quads and caths over and over throughout the game. In swimming they use their muscles continually over the race e.g. in butterfly they use most if not all the bodies muscles to drag themselves through the water. Boxers need muscular endurance to be able to continuously throw punches from round one to round twelve because they need to be swinging away for the whole fight but if they cant then they wont be able to fight the whole twelve rounds. Muscular strength Muscular strength is the ability of an athlete to perform a sport at a sustained high tempo for a short amount of time. Footballers need muscular strength to be able to exert strength when they shoot the ball from a long distance so that it travels fast and with power towards their target. Swimmers use strength when they push of the back board after a length in order to start the next lap. This requires the use and strength from the quads, calfs and foot muscles for the push off. In boxing when a fight needs to dodge a shot they may use the tactic of leaning back to avoid the punch. This requires the use the abdominal muscles. These need strength to be able to support his upper body as he leans back. Flexibility There are two types of flexibility. They are static flexibility and dynamic flexibility. Static is when an athlete slowly stretch and hold the position for a period of time. Dynamic is when an athlete makes a quick movement in which they stretch. In football a goal keeper needs flexibility when he stretches for the ball e.g. when the ball is heading for the top corner. Swimmers need good flexibility to be able to stretch their arms out properly and have a good stroke length e.g. Michael Phellps showed good flexibility when he was waiting on the starting board by showing his arm span and stretching it to its relaxed max before the start of the race. Boxers dont really need too much flexibility but the one time they do need is when they lean back. They stretch the back throughout this movement. Body composition Body composition is the amount of fat, bone and muscle in the human body. Athletes need different body compositions to perform different sports. Footballers need to have a slim body composition because they need to be able to carry their weight around the pitch. If a footballer is fat then it makes it harder to run for long periods and also makes it harder to carry their own body weight. 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Boxer need balance so they can throw strong punches and put their whole body weight behind the shot also when they dodge shots they need to have good balance to enable them to recover into the stance quicker. Speed Speed is the quickness of a limb over a distance in time but it does not just affect the legs it involves all limbs and body parts from legs, torso to arms. Some footballers need to be fast this needs speed e.g. a winger needs speed because he is expected to run the lines to create the opposition with a problem. Swimmers need speed when they lash through the water to keep a good stroke per minute time. Boxers need speed when they throw a jab so that they can catch the opponent off guard and also so they can get out the way of any counter punches. Power Power is the ability to apply force quickly. A simple equation for power is: muscular strength X speed = Power. http://somatotype.net/nzfitness/pages/CompOFfit.htm . Power contains speed because in order to apply force you need speed. Footballers need power when shooting at goal. They need the quads and the calfs to gather up power on their way to the ball so that the shot can be harder and faster. Swimmers need power to be able to pull them through the water at pace e.g. when they do the freestyle they need to have fast, strong and powerful stokes. Boxer throw punch after punch, these punches need to be fast and power full so that they are unseen and effective e.g. a hook needs to be fast and power full so that the opponent does not see it and even if he does block the shot it will still hurt. Reaction time Reaction time is the time it takes for an athlete to react to a situation that is happening very quickly (The time taken to react to any stimuli). A goal keeper in football needs to have fast reacting times to be able to react to shots coming from 50yds to 2yds. Swimmers need to be able to react to the starting alarm as quickly impossible so that they are not left behind and can establish a lead. For boxers to be able to dodge in coming punches they need to react to the earliest stimuli and duck and swerve out the way. Agility Agility is the ability to stop and change direction or movement quickly. Footballers need agility because the game can change so quickly e.g. the goalkeeper blocks a shoot but the ball lands right in front of the goal, the player with best agility should react quickest and move fastest in order to defend it or strike it into the goal. Swimmers dont really need to be to agile but one place they do need it is when they are turning around for the next length because they need this switch of direction to be as quick as possible also being in water makes it harder because of the extra resistance. Boxers need to be agile unless they want to take hit after hit without getting out the way. When a boxer is be attacked by his opponent he will need the agility in his muscles to be able to move lightening quick to get out the way. Co-ordination Co-ordination is the ability to do something in a combination continuously. Footballers need co-ordination so that they can move the ball fluently between their legs because in football its not just putting on foot in front of the other it also about judging the speed of the ball and your own speed. Then when you shot you need to have placed your feet in the right places this takes co-ordination. Swimmers need co-ordination throughout a race. It quite easy but they need to co-ordinate when they should come up for oxygen so that they dont lose their speedy pace for example in the freestyle the swimmers have a number of strokes that they prefer to do before they come up for oxygen. This is all quite simple but if you lose your count and co-ordination then you can do too many stroke or too few and lose your oxygen pattern.

The QWERTY Phenomenon and the Game of Cricket :: Typing Technology Key Board Essays

The QWERTY Phenomenon and the Game of Cricket In "Darwin's Dangerous Idea", Dennett describes the QWERTY phenomena in biological and cultural evolution as an example of how "mere historical happenstance... restrict[s] our options" (6:131). Economists add a value judgment to this description, some using QWERTY as an example of market failure and inefficiency. However, the evolution of QWERTY, like cricket, follows rules that are enigmatic at first glance. Economists do not pursue the analogy with evolution and, as a result, do not detect the fundamental change in the system of production that rewrote the rules of efficiency. A historical retracing disentangles the reasons for QWERTY's continued dominance of keyboard systems. The integration of parts in the system of production demanded compatibility: the efficiency of the whole above the efficiency of the individual. QWERTY: Rise to fame In the first row of letters on your keyboard, the first six keys spell out a nonsensical string, QWERTY, that gives this layout its name. In the nineteenth century, it was found that if two adjacent keys on a typewriter were struck too quickly in succession, the type bars would jam. The alphabetical arrangement of keys proved to be problematic as it placed many commonly-used letters close together. Spacing these letters apart resulted in the somewhat arbitrary re-arrangement we see today. Given that computers have gotten rid of this mechanical problem, why does QWERTY continue to dominate keyboards around the world? First, a quick history. In the second half of the nineteenth century, typewriters with a variety of key layouts competed for commercial success, and the first to achieve it used QWERTY. Diamond argues, however, that the role the keyboard played in the typewriter's success was incidental rather than instrumental, crediting instead other advantageous components that the machine boasted, such as type bars, an inked ribbon, and a cylindrical paper carriage (2). But as this typewriter became more widely used in offices, more new users chose to train to touch-type using the QWERTY layout. As people climbed on the bandwagon, QWERTY experienced decreasing costs of selection: it became more likely to be picked over other key layouts (1). The "wrong" answer? Early dominance meant not only that QWERTY became the standard, but that it stayed that way too. The layout became locked in by the quasi-irreversibility of investments in training touch-typists and in equipment, and by the high costs of conversion (1). In fact, numerous attempts to implement improvements to the layout have met with failure.

Critique of Stuff Is Not Salvation

Valued Possessions vs. Insignificant Desires Anna Quindlen, a novelist, social critic, and journalist wrote an intriguing essay â€Å"Stuff is Not Salvation† about the addiction of Americans, who splurge on materialistic items that have no real meaning. The ability to obtain credit is one of the main reasons to blame for society’s consumption epidemic. However, Quindlen feels the economic decline due to credit card debt is insignificant compared to the underlying issues of American’s binging problems. Quindlen’s essay gives excellent points regarding the differences in America’s typical shopping habits. Additionally, she mentions how people acquire all this â€Å"stuff† but seem to never realize, â€Å"why did I get this? †(501). Quindlen makes her audience visualize a world where we acquire our needs versus our meaningless desires. Yet, she fails to mention people who could live a life of happiness through the possessions they acquire. In summary, Quindlen supports her point of view with examples of American spending habits in the past decades of depression compared to now. She mentions Black Friday and how people become enthralled by cheap bargains (Quindlen 500-501). In Quindlen’s essay, she refers to an accident in which a worker at Walmart was trampled to death by a mob of shoppers and despite the horrific incident people kept shopping (500). With the U. S. depression, Black Friday brings hopes of more money spent, therefore a rise in the markets. The dream of an uplifted economy became unrealistic as people began to realize they could not afford their desirables, not even at a low cost. Today, Americans have an exorbitant amount of credit debt so they can acquire items that they want, without actually paying for them outright, for example, the Chatty Cathy doll Quindlen wanted in her childhood compared to the orange her dad received that had to be paid for (500-501). According to Quindlen, a family having less means they can appreciate possessions more and what they possess therefore has real meaning (502). Quindlen’s essay gives strong points about America’s addiction to consumption, the economic decline, and the necessities of life. There are plenty of examples that Quindlen gives to make her point across, that American’s spend money unwisely. For instance, in one of the examples, she mentions how every 16 months a person replaces a cell phone because it’s not as new anymore, and how toys are forgotten that eventually end up being junk (501). Quindlen then states the obvious â€Å"stuff does not bring salvation† (501). However, she lacks examples of cases where people’s wants actually provide the happiness they usually expect. Rich people, for example, have an extra sense of security because the worry and stress that belong to the poor is something the rich don’t have and don’t want. Plus, who wouldn’t want to afford desires such as not living pay check to pay check or putting their kid(s) through college? Sometimes not being able to afford these items can bring on depression or verbal abuse into a home. The reader’s would have a better understanding of the essay if she included some of these situations. Overall, Quindlen portrays her idea of happiness not being the materialistic things in life, but by the things that have true meaning. By true meaning, I believe she means items such as photographs that have a significant memory attached to it. She jokingly states, â€Å"Ask people what they would grab if their house were on fire, the way our national house is on fire right now. No one ever says it’s the tricked-up microwave they got at Wal-Mart† (502). She brings her essay together nicely by asserting examples from her childhood, the U. S. depression, and a family that is happy with what little they have. The essay brings belief to the reader that in today’s society many people spend money on things that end up being junk and take for granted the needs they should possess. People make investments that they later come to realize have lost their value because they did not really need it. Even though she made some valuable points in her essay, more than likely America will still make unnecessary expenditures. Therefore, with Quindlen’s idea that â€Å"stuff is not salvation,† there needs to be more examples shown of people who can afford their wants and with that they are still able to obtain happiness (501). She does however prove her point that the items we possess should have more of a priceless value rather than items we could live without. If stuff is not salvation why do so many of us seek more income to possess more items? This question is simple to answer with more research on people that don’t have the worries of the less-fortunate. Again, while we shouldn’t be materialistic, we shouldn’t just settle for less, nor should we be greedy and keep wanting more. Quindlen’s views made me reevaluate my spending habits and hopefully the next time I purchase something I can answer the question â€Å"Why did I get this? †(501). Ultimately, Quindlen’s essay is interesting and worth the read. WORD COUNT: 865 Work Cited Quindlen, Anna. â€Å"Stuff is Not Salvation. † Perspectives on Contemporary Issues: Readings Across the Disciplines. 6th ed. Ed. Katherine Anne Ackley. Boston: Wadsworth/Cengage Learning, 2012. 500-02. Print.

A Journal on Observing a Reading Teacher Essay

I was deployed at the Elementary Department of the New Era University under the mentorship of my cooperating teacher, Prof. Samuel Bayang, Reading coordinator of the division and the adviser of Grade 6 Simon, the department’s upper hetero section which is composed of 33 scholarly pupils. Given the chance by our supervisor, Dr. Corazon Liwayway, Principal of the Elementary Department, to observe the teachers teaching on student teachers’ designated classroom assignments in preparation on our apprenticeship which commenced on the fourth week of July, I conducted my observation on Prof. Bayang’s strategies and methodologies in teaching Reading with his permission. Before I start my observation, I made a list of potential strategies and methodologies that a Reading teacher may use by reading Prof. Bayang’s RAP journals and his books that are concerned on improving and improvising teaching strategies in Reading to facilitate better learning in the class. One of which is Dr. Rizalina R. Santos’s â€Å"Strategies and Methodologies in Teaching Reading†. After buying some time to read his books and RAP journals, which has been a great help not only by finishing this journal observation but also for introducing me on a different level of teaching Reading, I completed a list of probable techniques which I cultured on my readings that might help me on noting and distinguishing informative matters on my observation. Upon accomplishing the list of techniques I made, I turned my attention on familiarizing myself on the conducts of teaching Reading to grade school pupils by painstakingly researching on-line clippings, journals and researches that I compiled and read later on. Some of those on-line materials I had are Asia E-University’s module regarding â€Å"Motivation in the Classroom† which mainly discusses upraising motivation in the classroom through various techniques such as presenting spring boards that serves as an introduction to a particular Reading materials most likely epics, novels, short stories and the like. Also, it discourses the art of questioning that is incorporated with real life situation that happens in the everyday set up of a conventional public schools mostly located on rural parts of Asia-Pacific countries. It also offered a study regarding on demeanors in teaching Reading in both private and public schools which caught my attention. I list down the conducts and citations in the research presented and included it on the list which I made beforehand. An article entitled, â€Å"Using stories – Teaching training† which was copyrighted by The BBC | British Council also helped me on advancing further on completing my observational checklist and for formulating questions that I may ask to Prof. Bayang after I conclude my observation. The article taught me how stories can be used in class with primary or lower secondary aged pupils. The ideas can be easily used without access to storybooks or computers; the focus is on the teacher reading aloud a printed story or telling a story orally and designing motivating tasks around this. As of my prime concern in looking for conducts in teaching Reading, it provided a detailed approach on presenting practical ideas on exploiting stories in the classroom while considering the benefits of using stories in both Reading and Language classrooms. It also offers a broad knowledge on conducting active learning through interactive discussions and group works, subject matter generalizations and reflections regarding the stories read by the pupils. July 23, 2012 OBSERVATION After spending enormous time on researching and collecting data that may help me, I printed an approved and improved format of a detailed lesson plan which I made during my demonstration teaching in MSC 5-05 under Dr. Lucila Bondoc then I proceeded on my observation. On the preliminary phase on July 23, 2012 of my observation, I sat at the back of the classroom while Prof. Bayang is teaching his advisory class about Facts and Opinions†. During the discussion, I noticed the systematic flow of events. The class was started by an opening prayer led by Maverick del Mundo at 7:00 a. m. The prayer was followed by the checking of orderliness and cleanliness of the classroom. Because the classroom was used by Prof. Bayang’s college students prior that day, he asked his pupils to check their surroundings for litters and throw those that will be seen on their trash bags. Then checking of attendance was conducted by the class’ President, Patricia Nagales, who is in-charge of monitoring the punctuality of her classmates. She wrote the names of those pupils who are absent and tardy that day. After the prayer was conducted, the checking of the orderliness and cleanliness of the classroom was administered and the checking of the attendance was done, Prof. Bayang reviewed the class about their previous lesson which is all about contextual clues. He made the class defines contextual clues by using their own words. Then, he presented a visual aid containing exercises which he made as an interactive activity by calling pupils randomly to answer each item. He asked those pupils to read the question and choices for the number they are called and then to determine if the pupil’s answer is correct, he asked the class whether if it is correct or not. He also asked the pupils to reason out why their classmates’ answers are correct or wrong enabling to activate their critical thinking skills. As reinforcement, Prof. Bayang gave positive feedbacks like, ‘that’s great,’ ‘well done,’ and ‘nice job’ to those pupils who tried their best to participate in the activity. Before he proceeds to the next activity I browsed the lesson plan I printed beforehand and noticed the synchronization of activities as to Prof. Bayang’s performance. The review of the previous lesson was trailed by a reading drill about words that sound as /ch/ written on a manila paper of 5 columns and 3 rows. Words that are included in the drill are as follow: children, chili, chimney, chin, chip, chuckle, chum, chunk, church, bunch, bleach, each, peach, reach and speech. First, he read the drill by himself emphasizing the /ch/ sound on each word. Afterwards, he asked the class to read the words after him. When the class finished reading the drill, he let the class to read the drill again by them. To accentuate the significance of the drill, he called two readers to stand in front of the class and deliver the drill once more. As follow up, Prof. Bayang gave verbal appraisal to the two readers he called on. Subsequently, he divided the class into two to present the motivation. He gave each group with a puzzle picture and asked them to assemble it for a minute. After a minute, Prof. Bayang collected the pictures and requested for a representative of each group to interpret what was shown in the puzzle. First, he let the first group to discuss their puzzle in the class. The picture they formed is a picture of a counselor and a counselee. The pupil described the picture as a an illustration of an old woman wearing white hospital clothes seating on a chair adjacent on a wooden table with her name on top engraved on a marble tablet indicating that she’s a counselor. In front of her is a guy probably on his mid-twenty’s seeking for advice. After the first group described the picture, Prof. Bayang called the second group’s representative. They formed the same picture just like the first group but it illustrates a different scenario. The pupil described the picture as a photo of two women on a living room. An old woman probably on her sixty’s sitting crossed legged on a mahogany oak wood furnished sofa. Beside her is a sobbing woman who is probably married because of the impression of her clothes and accessories worn. Prof. Bayang acknowledged their interpretations as true and correct. He followed the activity with questions like, what does a counselor do? What is a counselee? Who did you often seek an advice and how frequent it is? What kind of problem do you usually encounter? How do you deal with it? Pupils became very enthusiastic and eager to answer his question because everybody was able to relate. Most especially when cited several examples that implies the needs of having guidance and counsel from someone close or dear to us. After he motivated the class, he presented the vocabulary words which later on will be seen on the selection they’ll be reading. He delivered it through contextual clues activity. He posted a visual aid with questions and choices that corresponds each number. By means of using contextual clues, the pupils we’re able to define the meaning of patch, summarize, extract, summon, fines, testify, assurance, complainant, clues, and interrogation. When they already unlocked the meaning of the difficult words in the selection, Prof. Bayang ensued to the reading activity. First, he asked a spring board that is stated on the beginning of the selection they’re about to read then he let the pupils answered his question orally. He followed the spring board by introducing the story to the pupils. He requested the pupils to get their book in Reading, â€Å"Reading Realm 6† by Rizalina R. Santos, Ph. D. and by writing the page numbers on the board, he asked his pupils to turn their books on the pages where the story â€Å"The Farmer and the Wise Judge† is located. When everybody is ensured to have turned their book on the prescribed pages, he asked his pupils to conclude what’s in the picture. The pupils are able to described the picture which illustrate an old Chinese judge wearing a traditional Chinese wardrobe and a peasant farmer seeking for help, After the pupils discussed their interpretation of the picture, Prof. Bayang asked them to give the standards in silent reading. One by one, the pupils gave the standards and then Prof. baying called on readers to read each paragraph. He asked the pupils to silently read what the reader is reading so that everybody will be able to read the selection. After four to five paragraphs read, I noticed that Prof. Bayang interrupt the reading process to explain and ask the pupils what has been read. He incorporated the oral comprehension check-up in the reading activity and extended it until the entire reading activity was done. Supplementary follow-up question was supplied to test the pupils’ comprehension skills. After the pupils were able to answer the additional questions, Prof. baying gave them ten minutes to answer the written comprehension check-up on their books which is consisted of 3 parts. The first part is recalling details, second part is story plotting, and the third part is inferring characters’ moods and feelings. While the pupils are answering their activity, I took the chance to check out the list which I made. Prof. Bayang followed the same format of lesson plan that I did before. The execution of each activities as well as the systematic synchronization flow of discussion is well performed without mannerisms that tend to disturb the pupils’ attention. I also noticed his stance and composure, the way he carried himself is very respectable and well-mannered which is enough for him to be treated with authority and respect by his pupils and co-teachers that enables him to command reverence responsiveness. When it comes to speaking, he has a well-modulated and articulated voice that is audible throughout the whole class. I also observed that his questioning skills stimulate discussion in different ways. He was able to probe learner’s understanding, help pupils articulate their ideas and thinking process, promote risk taking and problem solving, facilitate recall, encourage convergent and divergent thinking, stimulate curiosity and helps pupils to ask questions. After the span of ten minutes roaming around the classroom to see if his pupils are responding in the activities given and if they have queries, he asked the class if they’re done. Some pupils are not yet finish so he gave them an additional 2 minutes to work. For those that are able to finish the activity on time, he gave them verbal appraisal and asked them to review their answer. When the additional allotted time was finished, he asked his pupils to pass their books sideways going to the center aisle at the count of five. Each count, the pupil from the innermost row passes his book on his seatmate. When the final count was given by Prof. Bayang, all books are in the center aisle. â€Å"At the count of six, all books should be at the opposite row. † he said firmly. As he counted, the same process was done by the pupils. After the books are delivered to each respected pupils, Prof. Bayang asked his pupils to put â€Å"corrected by† on the lower right corner of the book they received and affix their name and signature on it. While the pupils are busy following his instruction; he bought some time to post the keywords on the board. After posting the keywords, he asked the pupils to check the book their holding by looking at the keyword posted in front for two minutes. He also instructed them to tally the scores and write the sum on the upper left corner of the book they have. When the pupils are done checking their classmates’ book, he asked them to return the books to its owner by repeating the routine they’ve done before. When the books are already returned to the owners, Prof. Bayang recorded their scores by calling their class numbers. After he recorded the scores, he asked if all names are called. Then, he let the class relaxed their selves and seat up straight and properly. He also let others go out for a water break and to comfort their selves. Once he made sure that everybody is ready and present inside the room, he started presenting to the class their lesson for that day which is â€Å"Facts and Opinions. † He asked the same question as he did before they read the selection, â€Å"How judges’ now-a-days decides on their cases? † Then he called random pupils to answer. This time, pupils aren’t just enthusiastic to answer but they became more dignified and willing to answer Prof. Bayang’s question. He stated that one of the ways on how judges decide on their cases is by inspecting closely what are facts and what are opinions. He posted a visual aid which contains the definition of facts and opinions then he asked someone to read the definition and example of facts. Afterwards, he explained it and gave the determinants to identify what’re facts and otherwise. He supplied the class with different examples and cited situations to stimulate their higher order thinking skills. Later on, he did the same procedure in explaining the idea of opinion in the class. After explaining the concept of the lesson, he asked the class if it’s clear to them and if they can move to the next activity. Everyone agreed that they have no question regarding the lesson so Prof. baying move on the application part. He divided the class into 4 groups. The first group is in charge of â€Å"Gossip Hunter†, it is a game wherein they’re going to spot the facts and opinion in the selection read. The second group is going to perform the â€Å"One Click Act! † activity in which they’re going to choose a scene from the selection and then they’ll present it on the class highlighting the facts and opinions in their dialogues. The third group was tasked to do the â€Å"F and O Talk Show†. They made a talked show about the selection read exposing what are the facts and opinions stated by the characters in the story. The last group did a â€Å"Journal Entry† which is made of facts and opinions in about the story. Each group was given fifteen minutes to do their assigned task and prepare their materials and scoops. After the given allotted time, they are asked to go back to their proper seats and avoid making unnecessary noises so that the group that shall present their work will be able to present it without disturbance. Each group was given three to five minutes to present their work in front of the class. The group that made the best presentation was given verbal appraisal and plus points in their recitation. After the differentiated group work, Prof. Bayang asked his pupils to turn their books to pages 113 and made them answered activities one to two which is all about identifying and locating facts and opinions in a given paragraph and statements. This serves as his evaluation in the discussion made. He gave them five minutes to answer the activities. After five minutes, they checked the activities the way they did in checking the written comprehension activities it was followed by the same recording of scores routine. Knowing the scores of the pupils are outstandingly promising, he didn’t give homework anymore, instead, he congratulated the class for showing an exemplary performance. July 25, 2012 INTERVIEW After observing Prof. Samuel Bayang, I analyzed and evaluated my findings. I was amazed by the amount of the data I was able to collect upon observing him. There are a lot of notable comments I listed down regarding him but the one that really amazed me was the congruence of his discussion between his objectives and subject matter that even without looking for his lesson plan, it was clearly manifested throughout the class. There are also notable congruence between his lesson’s objectives, teaching procedures and formative test. When it comes to his teaching procedures, his used methods and strategies that was suited to the needs and capabilities of his pupils, he was creative enough to adapt his method to the pupils’ capabilities, visual aids and other examples were used to illustrate the lesson, and he also made effective use to the formative test after teaching. I also observed his keen systematic practice in routinizing the class when it comes to the checking of attendance, agreements, practice exercises, and correcting, distributing, and collecting pupil’s outputs. I also noticed the strict, yet pupil-friendly, order and discipline present in classroom while it’s on session. Also, the visual aids that were used by Prof. Bayang were within reach during his teaching which made him easy to assemble his materials during the session. Before I observed him, I thought that it will be just a meager observation but I was mistaken. It left me with several inquiries that challenged me to come up with an interview. So I enumerated my findings and made a narrative report about it which helps me to formulate questions regarding my curiosity towards the way he taught his pupils. Upon completing my questions for my interview, I instigated my plans. I came up to school early on Wednesday of July 25, 2012 where I was schedule to meet Prof. Bayang in preparation of my first on the job training which was due in July 26, 2012. First, he instructed me to make my instructional materials while he was editing my lesson plan. I took the chance to ask him about himself. I learned that he graduated in Philippine Normal University twith Bachelor Degree in Elementary Education major in Reading. He has been in the department for 15 years with her wife, Ma’am Bessie Bayang, Elementary Registrar, and that he has three son who is currently enrolled in the elementary and high school department of the university. I was uncomfortable to ask him about his life because talking about something which doesn’t concern me is not my interest so I went directly to my concern. I asked him if his using a lesson plan in teaching. He said that it’s not necessary anymore to use a lesson plan in his case because his already a professional licensed teacher already. In fact, according to him, the department does not require them to do so because of their heavy loads in teaching though sometimes they most especially when the subject matter is tough or new to him, he make a guide to help him manage his time during his discussion. Using my research made list, I asked him if his familiar with the basal reading approach or the basal type lesson plan. He said that he is fully aware of it. He says that good basal reading programs cover all aspects of reading learning (phonemic awareness, phonics, fluency, vocabulary and comprehension) in a systemic, explicit and comprehensive way. They are intended to teach children to read at or above grade-level expectations and give those all the skills they need to make reading progress. Regarding to its effectiveness, he stated that, it’s very helpful and child friendly approach because basal reading program is a core reading program that is used to teach children to read thoroughly. He also discussed that the term â€Å"basal† comes from the word â€Å"base,† as the program acts as the basis for the lessons that teach children reading skills. Basal reading programs are mainly used by school districts, as they are generally too expensive for most homeschoolers and tutoring centers. This discussion with him opened me the chance to ask him a lot about his approaches in teaching Reading. He specified that there are a lot of approaches in teaching Reading and its affectivity varies according to the learning style and needs of our pupils because no matter how detailed and proven an approach is, it won’t easily suits everyone’s need. â€Å"Teaching is not a one size fits all profession. Further study and researches are needed to cater the needs of your pupils. Hindi tayo focus sa iisang bagay lang, ang target natin, LAHAT. And when we say LAHAT we deal with diversity and there comes the bigger picture. You should know that. † Prof. Bayang boldly said. Having my research as my guideline, I asked him if his accustomed with Marungko approach. He told me one of his seminars he attended in Manila hotel sometime during the year 2011. He also showed me one of his RAP journals about Marungko approach. He conversed it is a technique by which instead of the usual arrangement (or order) of letters, Marungko starts with m, s, a, i, and so forth. The alphabets are rather â€Å"pronounced† than read. Then he cited an example. â€Å"The alphabet â€Å"m† would be pronounced as â€Å"mmm† not the old Pinoy style of reading it as â€Å"ma†. Learning the pronunciation of just a few of the letters would actually help the child read a few more words. † he explained. Then I asked if his aware of the â€Å"Four Pronged Approach†. On his old large file case, he brought out an envelope and gave it to me. I opened it and found out a compact disk entitled â€Å"The Four Pronged Approach† along with it are five samples of four pronged approach lesson plans. He handed another envelope which contains five books and told me that those are the books from where the lesson plan was formed. In a short while after he fixed his files that went topsy-turvy above his glass framed table, he turned his attention to me. He offered a close discussion about the â€Å"Four Pronged Approach† from which at that point I have limited knowledge. He discoursed that the four-pronged approach was first developed by Professor Basilisa Manhit of the College of Education, University of the Philippines, Diliman as stated on the readings and clippings he was holding. He stated that the philosophical foundations of the four-pronged approach are the following: literature-based, holistic, and places emphasis on the process of transfer. He also stressed that the four pronged approach is composed of four parts: genuine love for reading (GLR), which aims to immerse the child in literature and develop a deep and lasting love for reading. Critical reading this offers a story/poetry reading, and then afterwards the children are asked to answer the motive question. A discussion then unfolds the events and beauty of the selection. This discussion should succeed in imparting the message of the story. The children arrive at this on their own pace of realization guided by the questions of the teacher. The children are trained to reflect on the story. They soon become accustomed to critical thinking (CT), the second prong. The third prong follows which is the mastery of the structures of the language now also named Grammar and Oral Language Development (GOLD). He indicated that through this method of sharing literature, vocabulary is developed, attention span is lengthened, listening comprehension is honed and critical thinking, applied daily, becomes a habit. The last prong follows immediately, the transfer stage (TS). This prong is also planned and implemented as systematically as the three prongs. â€Å"This is the prong where reading readiness activities are given to the pupils. † Prof. Bayang said. As for my final question, I asked him what approach in teaching Reading he prefers. He took a deep breath eyeing for my buried lesson plan that he was halfway finished on editing throughout our 30 minutes interview. He looked towards the direction of my hand which is swiftly writing the information he shared. At first, I thought he was skeptical or somewhat cynical about his answer then he precipitously said, â€Å"None. † I was stunned. I didn’t expect he would answer such so I smiled back in return and ask, â€Å"why? † He lowered his head and examines my lesson plan. I can see his passion and dedication as his hands swiftly write his comments on my red ink filled lesson plan. â€Å"As I have said a while ago, teaching is not a one size fits all profession. † he said with a truncated voice. â€Å"Pag teacher ka, kailangan lahat nakikita mo. At dapat marunong kang mag-value. And by valuing, there comes the answer to your question. † he’s smiling while he’s talking. There has been a long pause. I wanted to break the silence so I attempted to asked, â€Å"wh-.. † He interrupted my statement so I lay back on the arm chair I was seated. â€Å"There is a lot of things you really need to know. He-he! † He laughed. â€Å"Appreciating someone’s value or purpose might it be good or bad is the perhaps the best job a teacher does that is hidden to the eyes of people. † He said smirking. â€Å"Wala naman talagang best na approach o strategy o method na best o appropriate sa pagtuturo ng Reading, o Language, o Science o ano pa man. Sa trabaho natin, kailangan mo lang maging totoo at maging appreciative sa bata. Kasi ‘yong maging maka-bond mo sila, that enables you to think of a best approach to deal with their personality. At sa pagtuturo, hindi naman talaga learning style of habit ang inaalam natin e.  Kundi ‘yong personality, ‘yong attitude. You need to acquaint yourself on the child’s nature first for you to teach him. Most especially when teaching Reading. Your teaching them kasi not just a simple subject e, your teaching them a way of living, a part of life. † He said seriously. â€Å"Kaya ang sagot ko sa tnong mo ay, WALA. He-he! † He said laughing while handing me over my edited lesson plan. After that, he asked me good bye to attend their devotional prayer at the Elementary Library. That ended my interview to him. July 25, 2012 Just after my interview. ( REFLECTION  Seriously, I was left dumbfounded. I was surprised by how our conversation concluded. It’s just 30 minutes of interview but it changed a portion of me when it comes to the career I chose. I was able to reflect back on. How am I doing in the field? Am I after to the child’s personality? Attitude? Or am I just focus on the theoretical knowledge I learned on my three years study of theories? Am I forgetting something big? This whole observation and journal making thing turned out to me as an unexpected crash course. In taking this class, I would have never expected to be able to write so much at once. In fact, in the past I probably would not have even tried. However, during the course of this class, I guess I began to open my mind to different ideas and styles of writing that have helped me to develop as a writer and as a student in general. My mind was put into critical thinking mode immediately after every class I attended in the Elementary department teaching grade six pupils. I knew from that point that this class would be a lot more than just a crash course on grammar and paper structure because I had to do this portfolio and journal. I had to form an opinion of my own. As assertive as I come off, I always have a hard time, I still have a hard time choosing one side over another because I will sit there and analyze ever side to an issue. This innate habit of mine is both a gift and a curse. It is beneficial to me because I am able to look at things from several perspectives with compassion and understanding. But on the other hand, I always want to write a paper giving both my point of view towards something I personally experienced, instead of theoretical and argumentative statements which most of my subject courses requires me to do so. This has been a challenge for me because we are asked over and over  again to take a stand on an issue regarding what’s happening on our class during the discussions and our relationship with the entire faculty of the department. So many times this semester, I have been caught by writing center tutors, most especially my friends who are grammar Nazzis, telling me that this sentence or this paragraph supports the wrong side. That is me trying to be fair I guess, a habit which I will have to keep learning how to break. I must say that I have enjoyed all of the facts and journals that we got to write about for the reason that I had quite a bit of interest in the subjects. Even my journals and lesson plans which I was dreading to write became my favorite paper I wrote this semester because I was so informed after my research that I had so much to say. It is so much easier and interesting to write about things that affect me or things that I can relate to. For example my journal made me aware of the things that are going on that I seem to overlook in my everyday life. I think that more than anything this class has helped me to become a more analytical and insightful thinker as well as a critical writer and teacher.

Free Essays on Lenin

Lenin’s Legacy The continuing presence of Lenin’s body on display in the Masoleum on Red Square has great historical significance; it represents Lenin’s promise of prosperity and equality. Lenin, the father of the Russian Revolution, along with other revolutionary groups, waged war against czarism, banishing tsarist Russia and instituted a new Russia, the Soviet Union. He introduced and established a new ideology- socialism, which promised the Russian citizens the power to govern themselves. He took on the difficult tasks of radically amending all aspects of Czarist Russia- political, economic, military and social policies. These policies set a precedent for other leaders, who very often used Lenin’s cult to justify their own proposals. Lenin laid the foundations for a state so rugged that it would endure for seventy years, and so powerful that it would eventually challenge the United States for world supremacy. Lenin’s tomb is symbolic of his legacy. Tsar Nicholas II abdicated his throne on March 3, 1917, ending over three centuries of uninterrupted Romanov rule in the Russian empire. The old regime was gone. A phenomenon of dual power emerged in Russia by March 1917 where the Provisional Government and the Petrograd Soviets shared ruling power. This system was soon overthrown by Lenin’s Bolsheviks who created a violent revolution with the help of the workers strikes of 1917. The Lenin platform was effective because it encompassed the desires of most segments of society- â€Å"Land, peace, and bread.† Unlike other parties struggling for power during the Revolution, Lenin wanted to end Russia’s involvement in WWI. This gained him considerable military support. Lenin also called for an end to the old provincial governments and the turning over of all land to the peasants immediately. This gained him support from the large peasant population, which accounted for 80% of Russia’s citizens. Lenin also noted ... Free Essays on Lenin Free Essays on Lenin Lenin’s Legacy The continuing presence of Lenin’s body on display in the Masoleum on Red Square has great historical significance; it represents Lenin’s promise of prosperity and equality. Lenin, the father of the Russian Revolution, along with other revolutionary groups, waged war against czarism, banishing tsarist Russia and instituted a new Russia, the Soviet Union. He introduced and established a new ideology- socialism, which promised the Russian citizens the power to govern themselves. He took on the difficult tasks of radically amending all aspects of Czarist Russia- political, economic, military and social policies. These policies set a precedent for other leaders, who very often used Lenin’s cult to justify their own proposals. Lenin laid the foundations for a state so rugged that it would endure for seventy years, and so powerful that it would eventually challenge the United States for world supremacy. Lenin’s tomb is symbolic of his legacy. Tsar Nicholas II abdicated his throne on March 3, 1917, ending over three centuries of uninterrupted Romanov rule in the Russian empire. The old regime was gone. A phenomenon of dual power emerged in Russia by March 1917 where the Provisional Government and the Petrograd Soviets shared ruling power. This system was soon overthrown by Lenin’s Bolsheviks who created a violent revolution with the help of the workers strikes of 1917. The Lenin platform was effective because it encompassed the desires of most segments of society- â€Å"Land, peace, and bread.† Unlike other parties struggling for power during the Revolution, Lenin wanted to end Russia’s involvement in WWI. This gained him considerable military support. Lenin also called for an end to the old provincial governments and the turning over of all land to the peasants immediately. This gained him support from the large peasant population, which accounted for 80% of Russia’s citizens. Lenin also noted ...

Corporate Entrepreneurship As a Strategic Option for Firms Research Paper

Corporate Entrepreneurship As a Strategic Option for Firms - Research Paper Example This research will begin with the statement that survival of companies remains largely reliant on its ability to react to market forces immediately or have the resources, reach and net to capture markets that were not primarily considered at the onset of its existence. In any industry, correct timing in reacting to market forces has always been a source of debate. It is a variable that is almost impossible to predict even with empirical data on hand. Thus the next best thing is to make sure that the company’s market presence has a wider reach and has an inventory that can satisfy the demand of the market at any time. However, this proposition is expensive without any value added opportunity opening for the company. On the other hand, competition will most likely remain as a factor or a constant reminder to drive quality and excellence in customer service. However, competition also has the ability to expand its market reach and compete head to head with any branch of the compan y. Market leadership can only be gained if the following are implemented in sequence: operational streamlining and implementation of control to have a strong corporate governance structure. But, these too can be implemented by any competitor. Ergo, all else being equal, the only remaining factor that will enable companies to gain a competitive edge over their rivals are its employees. Promoting a culture of corporate entrepreneurship is a formula that has been percolating in the minds of Covin and Miles as a strategic option for companies to gain competitive advantage over their rivals. This paper, in essence, will show how corporate entrepreneurship as a strategy will capitalize on the untapped natural innovation and creativity of its employees as they perform their daily functions. However, once the gates are open the flow of ideas from employees will be unrestricted. This paper shall propose strategies on how to reign in the creativity and direct them to directions that are juxta posed to the company’s goal.

Low-risk 3 Essay Example | Topics and Well Written Essays - 250 words

Low-risk 3 - Essay Example Their rights were even taken off their own property. If married, men would have the right to take the decision about the divorce any time. They were not even provided with proper standard of living, no matter which status they belonged to, they were always treated cruelly with no luxuries of life, and in some cases, not even complete necessities of life until in 1848, a number of 30 men and more than 150 women gathered at Seneca Falls, New York, in order to protest for the rights of women. It was after that, that the women were given their rights. Seneca Falls declaration proposed that all such laws should be abolished which are against the rights of the women. These laws included the laws of happiness of women, it said at first, that any such law that is stated against the comfort, pleasure, luxuries and happiness of women shall not exist. Further, no authority shall force women to against her will or conscience. Women are equal to men, as this message is of the Creator of all human beings. Therefore, any woman should not, in any case, be treated wickedly and forced to declare that she is happy and contented with her life. Moreover, women shall be provided with all the necessities of life, including freedom to proper education and anything else that she wishes to do. Women shall be treated delicately and shall not be made fun of. Finally, women are equal to men in every sense, bearing same responsibilities and same capabilities; therefore it is the right of every wom an to promote any noble cause for the welfare of the society. (Martin