Plato’S Idea Of A Teacher Is One Whose Soul Boldly Faces

Plato’s idea of a teacher is one whose soul boldly faces the sun, a self-motivated seeker of truth. In his allegory The Cave, he describes guiding minds toward what is real and important and allowing them to seize it for themselves. In this cave, prisoners’ backs are to the sun and they are only experiencing life through the shadows that the sun casts. However, by removing the shackles and turning towards the light, the prisoners will be able to see and experience the real things that have cast the shadows. Consequently, a student’s back can be to the light and only with education will he â€Å"see.† Plato believes that â€Å"there is the person, who for as long as they live, will remain a voluntary prisoner in the darkness of the cave. For†¦show more content†¦This included teaching at a Laboratory School, a Dean of the Graduate School of Education, and Director/Co-director of the Center for Educational Renewal. Goodlad is known for publis hing influential models for renewing schools and teacher education. He authored or co-authored more than 30 books; wrote chapters and papers in more than 100 other books and yearbooks; and had more than 200 articles in professional journals and encyclopedias (Encyclopedia, 2007). He went on to become the Co-director of the Center for Educational Renewal where he created Centers of Pedagogy. His work centered on creating a working relationship between the School of Arts and Sciences, College of Education, and K-12 Institutions. His work included creating a teacher preparation curriculum that equipped teachers for subject matter delivery, inquiry, questioning, curiosity, and fostered a desire to learn new ideas (Goodlad, 1994). In Goodlad’s book, Educational Renewal, readers explore how he planned to transform the way universities prepare teachers. Goodlad believes that the time has come when teacher education must be redefined and reconstructed in a way that raises expect ations, eliminates weak educational ideas, and increases professional honor. His experience and work as the director of teacher education in four different universities afforded him the foundation and knowledge to begin researching a better way to educate future teachers. Such research led him to begin

By The Time Someone Is 18, They Have Already Seen About

By the time someone is 18, they have already seen about 200,000 violent acts by watching TV (â€Å"Television†). As children grow up, they spend a lot of their time in front on the television. They learn from what they can see. The problem is that a lot of violence is shown on TV. This exposes children to actions that they should not see until they are old enough to understand what is happening. The violence in movies and television affect society’s children’s way of growing up because they are exposed to aggressive actions since they are young. Every child enjoys watching a movie or television every once in a while. However, a lot of the 21st century movies or shows contain some sort of violence. According to Wilson and Hudson, â€Å"94% of the†¦show more content†¦Hughes states â€Å"Children were more likely to imitate the aggression when the model was similar to the child and when the model was rewarded (or not punished) for the aggression.†. There are films that show a person doing crimes, and the person always manages to escape from the punishment. There are also films where the person doing all the crimes are the ones with the money and with the attention. The movies portray the violent lifestyle as if it had the best benefits of all the lifestyles there could be. Another study also showed â€Å"Children with high initial levels of aggression remained aggressive following exposure to the violent programming but decreased their aggressive behavior following the neutral film† (Hughes et al.). The aggressive levels increase as they watch the violence. In addition, Erwin and Morton state that the â€Å"three primary effects the three primary effects of media violence on children are (a) reduced sensitivity to the pain and anguish of others, (b) increased fearfulness, and (c) greater aggressive or violent behavior toward others† (107). The exposure to the media violence creates a fear in kids even if they have not experienced the event. It also increases their aggression towards others. If someone picks a fight with them, they are more likely to strike back instead of calming down. Erwin and Morton also say that â€Å"The American Psychological Association (2005) maintained that existing research suggests that exposure to violenceShow MoreRelatedThe Repetitive Recital : Metaphors, Imagery, And Anaphora1280 Words   |  6 Pages The Repetitive Recital: Metaphors, Imagery, and Anaphora in Billy Collins’s â€Å"Litany† There are few poets who have written such a subtly humorous work as Billy Collins has done in â€Å"Litany†. This poem has achieved being humorous due to the use of metaphors, imagery, and anaphora. The strange metaphors and imagery when referring to the female character make every persons interpretation very unique because the metaphors are not as clear as others. 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How Similar Were the Achievements and Limitations of Nationalism in Southeast Asia Before 1941 Free Essays

The period before 1941 can also be referred to as the pre-war period before the Japanese Occupation. The Southeast Asian nationalist movements then had similar achievements and limitations. Their achievements were scarce as the majority of the population was politically apathetic. We will write a custom essay sample on How Similar Were the Achievements and Limitations of Nationalism in Southeast Asia Before 1941? or any similar topic only for you Order Now To add to this, the nationalist groups often lacked mass support and military strength. The greatest achievement of these nationalist movements, though, would be that they managed to unify a diverse group of people who had little in common by providing them with a common cause – to overthrow the colonial government. The main achievement of pre-war nationalist movements was that they were able to bond the people of the country together using the concept of territorial nationalism. These nationalist movements started off with cultural aims so as to appeal to the masses. However, the difference between these movements lie in whether or not the nationalist leaders could go beyond these aims to band together the people of the country. In the case of Vietnam and Indonesia, the nationalist leaders managed to make use of these aims to develop a territorial identity whereas in Malaya, the nationalist groups were unable to put aside their racial differences and hence bonded only within their communities to establish ethnic nationalism. This can be seen from how in Indonesia, nationalism was initially focused on Java but later spread to include the rest of Indonesia. One major achievement of Indonesian nationalism is that of the Association of Political Organisations of the Indonesian People (PPPKI) established in the late 1920s. It created a set of common national idioms such as the red and white national flag and the national anthem ‘Indonesia Raya’. It also came up with the idea of Indonesia comprising of one people, one language, one homeland, which is indicative of the Indonesians’ strong cry for independence[1] and even tried to cut across the party lines in their attempt to achieve it. Similarly, in Vietnam, there was an evident shift from cultural nationalism before 1920 to more territorial nationalism (not from religious to secular. Look back to your main point! ) after 1920. Previously, before 1920, Nationalism was confined very much to the Tonkin region, with the Dong Kinh Free School being set up in 1908 to promote cultural nationalism. Later, secular nationalist groups such as the Vietnam Quoc Dang Dang (VNQDD) and the Indochina Communist Party (ICP) emerged with a more political plan aimed at a more inclusive national identity, as seen from the choice of words in their names – â€Å"Vietnam† and â€Å"Indochina†. Following that, in 1941, the Vietminh was established as a more united nationalist organisation in reaction to Japanese involvement in Vietnam, and tried to mobilise nationalists beyond party lines, appealing to both communists and non-communists alike. This dominant organisation stood strong and later successfully led Vietnam to achieve independence. In Malaya however, nationalism ironically made the racial lines of Malaya more evident. The emergence of the Singapore Malay Union, the Malayan Communist Party (MCP) which comprised of mainly Chinese and the Central Indian Association of Malaya (CIAM)[2] further aggravated the pluralistic society in Malaya, thus making a united strive for independence impossible. With the exception of Malaya, the pre-war nationalist movements generally managed to bond the people of the country together. This would facilitate future movements to overthrow the colonial powers. A major limitation of the nationalist movements before 1941 was that they lacked mass support even though some groups managed to achieve a popular appeal. For example, in Vietnam, the Indochina Communist Party (ICP) lacked mass support but had some appeal due to its adaptationist leaders. It associated its aims with superstitions and anachronistic customs and disguised its communist stand to appeal to the Vietnamese, as communism lacked a direct appeal then. 3] This action of using folk religion to disguise its communist front was also adopted by the PKI in Indonesia, which rallied the people’s support by calling for a holy war or a jihad, against the Dutch. It portrayed capitalism as promoting greed and distance from God, and imperialism as threatening the world of Islam so as to stir up feelings of anger amongst the Indonesians. [4] However, there are nationalist groups in Southeast Asia which severely lacked mass support such as the Young Malay Union (KMM) in Malaya, whose idea of a merger with Indonesia did not appeal to the Malayans. 5] Furthermore, in Indonesia, although the Indies Party tried to appeal to all races and beyond Java, it had limited appeal as it was predominantly an Eurasion organisation with only 7700 members. As such, whether or not nationalist groups were able to achieve a mass appeal depended on how well they modified their methods to appeal to the peasants. Hence, the nationalist movements before 1941 generally lacked the mass support they needed to succeed. Even if mass support was achieved, this does not guarantee success of the nationalist movements as the example of Sarekat Islam clearly demonstrates. Despite its mass following of 2 million, its lack of a united front seriously undermined its potential, and it was eventually torn apart by internal divisions between the Marxists and Islamic leaders. Another limitation of pre-war nationalism was that they often lacked military strength to launch a successful large-scale revolt and were hence vulnerable to the suppression of the colonial powers. This can be seen in the Vietnam Quoc Dang Dang (VNQDD)’s failure to overthrow the French colonial government during the Yen Bay Uprising of 1930. Their home-made weapons were inferior to the advanced ones of the French hence the uprising was quickly put down by the French. As a result of this episode, its founder, Thai Hoc and other leading figures were captured. This deprived the organisation of good leadership it needed to launch another large-scale nationalist movement thereby preventing them from regaining their political strength again. 6] Similarly, in Indonesia, although the Perserikatan Komunis di India (PKI) managed to gather support to form an army called the Red Guards of 3000, their military power was still uncomparable to that of the Dutch. They attempted to stage a revolution in 1926 but failed. After the revolt, the Dutch arrested 13,000 of them, imprisoned 4,500, interned 1,308 and exiled 823 to Digul, West New Guinea. This severely crippled the membership of t he PKI and they were finally outlawed by the Dutch in 1927. [7] Hence, pre-war nationalism failed partially because of the militarily weak nationalist movements. In conclusion, the achievements and limitations of the SEA nationalist movements before 1941 were largely similar, with the lack of mass support and military strength being the key weaknesses. As nationalism during that period was quite under-developed, the main achievement of these movements in Vietnam and Indonesia would be that it managed to bond the people together towards a more inclusive territorial-based national identity that would serve as a stepping stone for further nationalist movements. How to cite How Similar Were the Achievements and Limitations of Nationalism in Southeast Asia Before 1941?, Papers

Physics of Equestrian Essay Example For Students

Physics of Equestrian Essay Math Exploration: The Physics Behind Equestrian Before this exploration begins, it is important to be informed of the definitions of many equestrian terms that will be used in this exploration. Equestrian: Of or relating to horseback riding or horseback riders. (Kirkland, Sarah) Walk: The walk has a distinct four beat rhythm. When the horse is walking, its movement is easily accounted for by the rider. (Kirkland, Sarah) Trot: The trot has a two beat rhythm to it. It is much harder to adjust to the trot than to walking because the rider is bounced up and down with each pace. This bouncing causes the rider to be thrown up and down, hitting the saddle pretty hard easily unseating them if they do not adjust properly to this movement. The horse exerts a force on the rider as its hooves make contact with the ground. The rider in turn is bounced upward. To account for the bouncing, the rider can do something called posting, which is where for every other step, or beat, of the horse, the rider lifts themselves (with the push of the horse) on their stirrups and misses the horses Jerk. For the second beat she sits down lightly and then is pushed up again. Posting is a controlled way of trotting. The rider synchronizes their posts with the horses, and it makes the ride much less bumpy. (Kirkland, Sarah) Canter: During the canter, which is a three beat gait, there is a point where the horse has all four hooves off the ground. This is a much smoother gait than the trot. The speed however is much greater than the other two gaits, and the important thing is to keep the riders weight distributed equally in both stirrups, and also to keep their center of balance above the horses. (Kirkland, Sarah) Gait: A particular way or manner of moving on foot. Any of the ways, such as a canter, trot, or elk, by which a horse can move by lifting the feet in different order or rhythm. Show Jumping: The competitive sport of riding horses over a course of fences and other obstacles in an arena, with penalty points for errors. (Kirkland, Sarah) Dressage: The guiding of a horse through a series of complex maneuvers by slight movements of the riders hands, legs, and weight. (Kirkland, Sarah) Strides: The number of steps taken between two Jumps. (Kirkland, Sarah) Stirrups: Each of a pair of devices support the riders foot. Wisped, 2012) Outside leg/hand: The arm or leg of the rider that is faced alongside the fence. The outside leg is used to ask the horse to transition from a walk/trot/halt to a canter. Two point: This is the position in which riders take when Jumping over a Jump. It is called two point as two points of your body (Feet and knees) are in alignment with each other. By the rider taking this position, it allows for the horse to carry the riders weight easier. The reason as to why I decided to choose this topic is due to my interest in equestrianism. For almost 4 years, I have dedicated many weekends to this very demanding sport. Being a committed rider, it is important that one understands the hicks behind the sport in order to achieve their best possible performance. I figure that by further investigating the physics behind equestrian, I will be able to apply these new found findings to my riding and become a better rider. I would also like to demonstrate that equestrian is not an easy sport and that it does involve more thinking and human involvement than many may think. I have also chosen this topic because it is very easy for me to communicate my ideas to others as I know this subject very well. With my audience and their comprehension of the topic in mind, I have chosen to pursue this interesting topic of equestrianism. The sport of equestrianism is an ancient sport and the date of in which it began is controversial but it is believed that humans domesticated and rode horses as far back as 6000 B. C. Horses have played an important role in human history as they were used in warfare, transportation, trade and for agricultural purposes. Wisped,2012) In historical times, it was crucial that one learned how to ride a horse as they were heavily used for transportation purposes (Riding and carriages) before the invention of the automobile in 1886 by Karl Benz. This exploration will cover the physics involved in woo types of equestrian disciplines, show Jumping and dressage. Both these disciplines involve physics as certain requirements must be met in or der for the task to be carried out properly. Bhavesh.Amin EssaySeptember 2011) The Jump: Over the top of he fence, the horse and rider reach maximum height and their velocity is reduced to zero; thus, they possess only potential Energy, PEE. (Erin R. March 2003) This potential energy is expressed by: Figure 5) This equation is much simpler than the equation for kinetic energy. In this equation mass represents mass of the horse, g represents the gravitational field strength (9. 8 N/keg on Earth), and height represents the height of the horse. (Henderson, T. ) The Landing: When the horse returns to the ground, horse and rider possess only kinetic energy. (Erin R. , March 2003) Example of an equation: If a rider wishes to Jump a 5 foot fence, how fast will they need to be going on approach? Also, If horse and rider do clear the fence, how fast will they be going on landing? Part One: = PEE (l for initial) 1/2 move = MGM h= 5 Ft. = 1. 52 m because 1 meter is equal to 3. 281 Ft. In calculation, one should assume that the horse may Jump up to six inches higher than the fence, depending on their perception, thus y = 1. Mm + 0. 1 mm or h=l . Mm Due to non-conservative forces, such as air resistance and heat, the potential energy reached at the top of the Jump will only be about 80% of the kinetic energy present n approach. Erin R. , March 2003) so*1. Mm) high = 6. Mm/s Part Two: 1/iv = o. 8(9. Mm/ hollow = 6. 1 m/s MGM = 1/2 move Again, due to non-conservative forces, the kinetic energy present on landing will be only approximately 80% of the potential energy present at the top of the Jump. 9. Mm2*1 . Urn = o. 8(1/IV) blow = 4. Mm/s vigil = 5. Mm/s (Erin R. , March 2003) Another import ant motion in show Jumping is to consider the horses movements in terms of projectile motion. In order to calculate projectile motion, you must have the range equation and the height equation. Range equation: R = (via*g) (sinks) (g) Height equation: H = (via sinks) * Example Question: With what initial velocity will a horse need to take off in order to assume that the horse leaves the ground at an angle of 450 at a speed of 9. 8 m/s. H -? (via stint) * (g) In this solution, vow is equal to the initial velocity that the horse needs in vow= order to take off. H is equal to the height that this horse must reach. E is equal vow= xx(9. Mm/s)) * (sinning) to the angle at which the horse took off. g is equal to the initial speed 7. Mm/s the horse was traveling prior to the Jump. The stages in which a horse approaches, Jumps, and lands over a Jump can be seen in the following diagram: Equestrianism is a difficult sport that without the laws of physics; wouldnt exist. These formulas and equations can also be applied to several other sports and the knowledge and understanding of these formulas will help one further understand other concepts in mathematics. I believe that it is easier to understand these concepts with help of a visual aid, such as a horse Jumping. This topic explores many mathematical concepts and formulas that help us to understand the logic of everyday happenings around us. It is very important that we study and investigate the mathematics involved in our daily lives as it helps us to understand why. With the knowledge I have gained by exploring all the mathematical formulas involved in this sport, I will be able to have a more precise and more thought out performance in the show ring. Bibliography Wisped. (2012). Retrieved from http://en. Wisped. Org/wick/Equestrianism Kirkland, S. (n. D. ). The physics of horseback riding. Retrieved from HTTPS://sites. Google. Com/ site/thephysicsofhorsebackriding/horseback-riding-terms-l Georgia State University. None 2012).