Plato, The Republic of Plato Essay Example for Free

Plato, The Republic of Plato Essay I thought that Plato’s The Republic was very ambitious in its goals and for the most part, it made a lot of excellent observations about the dynamic of human nature. It is nearly amazing that Plato found things in the ancient times that were not only true in the context of his life, but true for human beings in every period of time. He hit upon the key, core values that each and every person cannot get away from, no matter what their role or place in society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first thing that I found interesting was Plato’s breakdown of society. Though many other parts of his work are transcendent across many different generations, this was one part that only applies to his time frame, or so it would seem. It is fitting that he overplays the role of the warrior in society, since that is what was important during his time. Because of this, his entire dynamic is thrown out of whack in context of how it might be viewed today.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   He did nail some important points in regards to the human spirit itself, though. By breaking it down into three categories, he made what should have been a difficult idea into one that was very easy to understand. In particular, I found it interesting how Plato addressed money as a motivator. I think that too many authors get caught up in the idea that money is at the root of a lot of actions. Plato, even back then, had it right that money is simply wanted as a means to an end. Most people who seek money do not do so just to have it. Instead, they want it so that they an satisfy the other primal desires that they cannot seem to shake. Plato is also correct that the rational part of a person must be the controlling factor if a person is going to be just. All too often, a person motivated by things or by emotions makes bad decisions and causes pain for others.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is interesting to see who Plato praises in his republic and who he puts down. Predictably, he likes to laud the philosophers for their work for the greater good. Plato does not seem to spare any sort of self adulation in this respect. He believes that what he and his fellow philosophers are doing is right. I cannot fault him for this, though. If he did not think it was just, he should stop living his life this way. It was interesting, however, that he chose poets as the one group of people to completely put down in the book. After thinking about it, this is not all that surprising. Poets like to hit on exactly the opposite of what philosophers spend their life championing. They play to the emotional side of people, while the rational side is the most just. In a way, this is a commentary on what Plato finds important in his society. He does not want a bunch of indulgent creatures running around and he does not have any patience for people who go out promoting that type of badness. Instead, he is looking for a republic where people let their rational thoughts guide them to where they need to be. He recognizes emotion as a part of the human dynamic, but does not glorify its position like poets do. That was the most telling part of the entire book.

Coming Full Circle :: College Writing Education Essays

Coming Full Circle Roger Sale, a former professor at the University of Washington says, "I can't know what I want until I see something I like." This is said in response to the common question asked by students, "What do you want our papers to be about?" Hearing this must get tiresome for teachers as well as students. Sale, in his essay on "The Relationships Struck Between Writer and Reader, Reader and Writer, Student and Teacher, Teacher and Student", suggests not telling the student exactly what is wanted, to be flexible and "suggest to all students that what is important is what they think, not what the teacher thinks." Over the years I've found that teachers and students go through stages in the education process in what they want to hear and what they like. Throughout this process students learn that not all teachers have the quality of being flexible, and often wonder "Does it matter what I think?" I think and certainly hope the stages come full circle. When we were young and learning to write it seemed that each sentence was an accomplishment, something to be proud of. In elementary school our teachers encouraged creativity. Writing was fun, not a chore. It seemed we could write about anything and our teacher would write "Very Good!", stick a red star on our page and encourage more. In fifth grade I wrote a poem on the color brown. I have no idea where the source for this poem came from and I wish I could remember what others wrote. Did we have to write about a color, specifically brown? Probably not. I do like this color but why not pink? My poem is absolutely morbid! To this day I am chastised about it. Leave it to Mom to put it in a scrapbook for my entire graduation party to read. Following is a sample of "Brown." Brown I need you I'll give you my dead animal for all you have Brown I need you How ridiculous! Who ever heard of a fifth grader writing so passionately, yet morbidly about a color? Know what? My teacher claimed he liked it! Maybe he feared my morbidity. At any rate I continued to write and enjoy doing so. There seemed to be little or no boundaries in elementary school. My teachers were always flexible and encouraging; they seemed to care what I thought. There comes a time in junior high when teachers don't encourage creativity and individuality. Coming Full Circle :: College Writing Education Essays Coming Full Circle Roger Sale, a former professor at the University of Washington says, "I can't know what I want until I see something I like." This is said in response to the common question asked by students, "What do you want our papers to be about?" Hearing this must get tiresome for teachers as well as students. Sale, in his essay on "The Relationships Struck Between Writer and Reader, Reader and Writer, Student and Teacher, Teacher and Student", suggests not telling the student exactly what is wanted, to be flexible and "suggest to all students that what is important is what they think, not what the teacher thinks." Over the years I've found that teachers and students go through stages in the education process in what they want to hear and what they like. Throughout this process students learn that not all teachers have the quality of being flexible, and often wonder "Does it matter what I think?" I think and certainly hope the stages come full circle. When we were young and learning to write it seemed that each sentence was an accomplishment, something to be proud of. In elementary school our teachers encouraged creativity. Writing was fun, not a chore. It seemed we could write about anything and our teacher would write "Very Good!", stick a red star on our page and encourage more. In fifth grade I wrote a poem on the color brown. I have no idea where the source for this poem came from and I wish I could remember what others wrote. Did we have to write about a color, specifically brown? Probably not. I do like this color but why not pink? My poem is absolutely morbid! To this day I am chastised about it. Leave it to Mom to put it in a scrapbook for my entire graduation party to read. Following is a sample of "Brown." Brown I need you I'll give you my dead animal for all you have Brown I need you How ridiculous! Who ever heard of a fifth grader writing so passionately, yet morbidly about a color? Know what? My teacher claimed he liked it! Maybe he feared my morbidity. At any rate I continued to write and enjoy doing so. There seemed to be little or no boundaries in elementary school. My teachers were always flexible and encouraging; they seemed to care what I thought. There comes a time in junior high when teachers don't encourage creativity and individuality.

Pr Elements and Functions

5. Programme Elements. PR is skill oriented profession. Major elements are:- (a)Media relations. (b)Advertising and advertorials. (c)Audio-visual production. (d)Brochures. (e)Briefing papers. (f)Corporate identity. (g)Exhibitions and displays, (h)House journals, news letters and bulletins. (j)Photography. (k)Presentation, conference and seminars. (l)Research (public opinion). (m)Sponsorships. (n)Websites – internet, email communication in PR programme, PR TV, PR radio and PR film. 6. Merit In-House Department. (a)Integral so known to all other department.Better communication for collection of information. (b)Permanent employees so understand company more closely. Can respond immediately and involve in day to day operation (c)Easy to collect background material easily.. House journal, annual report, corporate frofile, documentary easily made. (d)Will be on the spot in crisis situation. (e)Full time service without additional expenditure. (f)More economical. Can dovetail materia ls used. 7. Limitations In-House PR Department. (a)Being employee uncritical and biased. b)Can not have varied experience. (c)Transfers so continuity suffers. (d)Sometimes drawn without training and education so tend to be non-professional Management of PR Department 1. Good management principles are most essentials for good PR. Basic elements to manage PR Department 1. Basic Structure of PR Department affects implementation of PR management.. 2. PR Practice. In India three methods – In-House PR department, PR consultancy (can result in maximum expertise) and mix oftwo suitable for large organisations..PR Consultancy. 3. PR Department. Size related to size of organisation. 4. PR as Top Management. PR should have a voice to shape mission and strategic planning. Director should report to CEO. 5. Areas of PR Department. Sectors of PR Department are:- (a)Employees PR (b)Financial and shareholders PR (c)Suppliers Relations (d)Distributors and dealers PR (e)Customers Relations mana gement (f)Marketing PR (g)Govt Relations. (h)Crisis management (j)Corporate advertising k)Reputation management and media relations management. (l)communityRelations and social responsibility 6. Major Events. Company centenary celebration, new product launch, Company merger. Advance planning is key. Checklist to include objectives, audience, budget, detailed programme, messages, venue, date and time, invitation forma& list of invitee, catering, PA system, lighting, flower, commentator, seating & table plan, minute to minute programme, media coverage, photo & video coverage, rehearsals. . Functions of PR Department. (a)Interpret public opinion. (b)Keep management informed. (c)Conduct opinion research. (d)Carryout PR programme. (e)Inform public. (f)Identify adverse criticism. (g)Issue clarifications. (h)House journal. (j)Training in PR. (k)Employee cooperation programme. (l)Open house programmes. 8. Feedback is an important facet.

Support Children And Young People - 1931 Words

Support children and young people to have positive relationships 1.1 Identify the different relationships children and young people may have There are many different relationships that children develop as they grow, babies know that they cry to get attention from their parent for food or just a cuddle this is the beginning of learning to build relationships. Every child and family are different in how they believe relationships should be made and who children are allowed to talk to or be around so everyone is different when it comes to who they trust or get along with. Relationships children and young people may have are: parental, carer, sibling, family, friendship, emotional, acquaintance and professional. 1.2 Explain the importance of positive relationships for development and wellbeing The quality of relationships that we as practitioners have with children and young people has a huge effect on the way in which we can work with them and help them. When children feel comfortable with us they can separate more easily from their parents, they are more likely to participate in the play and learning activities if they are secure emotionally. When children have a strong relationship they are less likely to show unwanted behaviour as we can recognise and meet their needs, children’s language may develop more quickly as they feel confident talking to us. Practitioners can plan more accurately as they understand children’s developmental needs and know their interests and whatShow MoreRelatedSupport Children and Young Peoples Health and Safety1226 Words   |  5 PagesCU1521- Support children and young people’s health and safety. 1.1 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services. The factors that you would need to take into account include * Individual needs depending on their age or abilities, for example a child of two years may not be able to do the physical things of a child who id five years old. So you would have to set out different activities for different ages. *Read MoreSupport Childrens and Young Peoples Health and Safety2173 Words   |  9 PagesUnit D6011696: Support Children and Young People s Health and Safety. . Learning Outcome 1: Understand how to plan and provide environments and services that support children and young people’s health and safety. 1.1 In order to ensure a safe and healthy environment and services for children/young people there are some factors which need to be taken into account. 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