Essay on Japanese Martial Arts - 1263 Words

Japanese Martial Arts In Japan, especially during the earlier periods of Japanese history such as the Tokugawa, physical adeptness was much revered and valued. This was mainly because of the fact that these strengths were the basis on which much of the population depended upon for survival during these fairly turbulent periods. Throughout time, Japan has been a very organized and scrupulous society, and even its style of physical combat has been sorted into specific categories according to what particular method is being used or referred to. These ways of fighting, primitive in the fact that they do not use automated weapons, are generally called â€Å"Martial Arts† and include the following categories: Kenjutsu, which uses swords,†¦show more content†¦It was used in mortal combat by Japanese Samurai, and has evolved into the more modern form of Kendo. Kyudo, which refers to the sport of Archery, was very widely used throughout the Tokugawa period and also as long as the Samurai have existed. It uses bamboo to form it’s bows and arrows and was most commonly practiced on horseback, the skill of being able to shoot well and ride at the same time was very well revered at the time of the Samurai because it was not an easy task, a samurai who had mastered these skills had a very large advantage over a less experienced Samurai who was not skilled enough to ride and shoot at once. Jujutsu, Japanese for â€Å"art of gentleness†, is a method that uses â€Å"holds, chokes, throws, trips, joint-locks, and some kicks and strikes. It’s origins are lost, but experts conclude that it began in the 15th or 16th century and was used during the Tokugawa period, especially by the Samurai warriors. Sumai, meaning â€Å"struggle†, is an ancient type of wrestling which is dated from 23 BC. Sumai uses â€Å"pushing, pulling, slapping, throwing, and grappling†. Karate, Japanese for â€Å"empty hand†, is an unarmed method of s elf-defense that uses â€Å"punches, strikes, kicks, or blocks.† Karate originated in the 1500’s and is very widely practiced, it is the most popular method of Japanese unarmed combat today. The Martial Arts originated in East Asia, but their beginnings are very much myth and legend, and therefore it is impossible to establishShow MoreRelatedAnalysis Of Ryu, A Japanese Form Of Martial Arts1354 Words   |  6 PagesWado Ryu, a Japanese form of martial arts, is not one of the most popular styles, but it is definitely one of the most effective styles to train in both mentally and physically. Wado Ryu has been a major part of my life since I started in 2007, and I ve made my way up the ranks to second degree black belt (nidan) since then. The research I did for this report helped me further my pursuit to be the best martial arts student I possibly can be. This uncommonly chosen topic intrigued me, because thereRead MoreEssay on Taekwondo Informative Speech761 Words   |  4 PagesInformative Speech Taekwondo Introduction Have you ever seen a martial arts demonstration, or hear of a demonstration team? Well, let me start off by telling you what a demonstration, or demo, team is and what they do. A demo team is a group of elite martial artists chosen to represent the school of martial arts to which they attend to the public during martial arts demonstrations. During these demonstrations they perform impressive feats that wow the audience such as, difficult board breakingRead MoreWhat Is Arnis4110 Words   |  17 PagesThe names Arnis, Eskrima and Kali refer to weapons based martial art developed from ancestry in the Philippines. The Philippines are an archipelago of islands, and the names used vary with region. 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Dpe Paper Free Essays

DPE and Goal Instruction If teaching were as simple as using the one best way to teach everything, it would be considered a science. However, there isn’t just one correct method to teach everything. That is the reason teaching is an art. We will write a custom essay sample on Dpe Paper or any similar topic only for you Order Now If teaching meant to follow a text book and a â€Å"one size fits all† approach, then anyone would be a master teacher. That is why teachers and especially special educators unique and special. That is why teachers know that individual needs, strengths and weaknesses must be considered to make the instructional process successful and geared to equip the student to achieve his optimum skills and abilities to meet the challenges of daily living. Students come with their own individual packages and no two of them are alike. Even though the curriculum is the same, no two students learn the same way. Teachers are challenged to meet the students’ â€Å"package† and to create an approach at instruction that take into consideration the students’ differing abilities, strengths and needs are satisfied. To compound the challenges of instruction, the intellectually disabled (ID) student presents additional dynamics that impact the art of teaching. This paper presents the diagnostic/prescriptive/evaluation (DPE) strategy of instruction for ID students. The DPE is not a concept. Educators have been using it for decades (Mann and Phillips, 1967). During the past 40 years it has been improved and refined (Ewing Brecht). The paper examines each of the components of DPE: diagnosis, prescription, and evaluation (Thomas, 1996). In conclusion it presents two applications of implementing the DPE with two students diagnosed with ID. The diagnostic process requires great skill and effort from the teacher. Alone the special educator cannot perform all the necessary functions of diagnosis. With the assistance of the other members of the Multidisciplinary Team (MDT) and other service personnel, they are able to determine the needs of individual learners and to specify instructional objectives that will help the student satisfy his educational needs (Eisele, 1967). During this phase the teacher is to determine the most demanding needs of the student. The entire diagnostic process depends upon the ccurate identification of these needs. The specialists on the MDT provide the teacher with the data, or means of acquiring the data, about the student that are necessary for determining the student’s needs. This takes the form of providing formal and informal testing services for testing students, supplying the data that has been acquired from the testing, and providing the testing batteries that could be used for thi s purpose (Eisele, 1967). This becomes the Present Levels of Performance (PLOP) of the Individualized Education Program (IEP). When the MDT has collected all of the significant data and determined the demanding needs of the student, then the teacher and the specialists develop the instructional goals and objectives appropriate for specific needs. These goals are selected from curriculum domains and the objectives can be selected from curriculum guides and resource units. Also the teacher and specialist can generate their own objectives. When talking to the teacher and specialists, I asked what type of instructional activities and materials they use for students with ID? The teacher and specialists stated that they prescribe instructional activities and materials suitable for the student to master his objectives. This constitutes the second step in the DPE process. Prescribed learning is based on short- and long-term goals that are established for the individual student and are based on the skills needed to be mastered. Within these goals are markers to establish where there are gaps in the learning process. Instruction that follows will teach only to what the student still needs to master to be successful. It capitalizes on the strength of the student to fill in the learning gaps. The prescriptive process can be applied to almost any subject area, academic and behavioral (Deschel, Susan, 2012). Three important teaching strategies for students diagnosed with ID: 1) tasks should be broken down into small component steps and learned in sequence, 2) teaching techniques should be experiential, concrete, visual and hands-on rather than cognitive, abstract and verbally delivered in lecture form, and 3) feedback should be immediate for the student to make a connection between his answer, behavior, or question and the teacher’s response. The third phase is the evaluation process. This is a two-pronged process for the teacher. First, evaluation is necessary to assess needs and, second, to evaluate the student’s progress toward achieving his objectives. Through the evaluation process teacher monitors the understanding and performance of students before teaching the lesson, while teaching, and after teaching the lesson. The evaluation process can inform the teacher of the effectiveness of his lessons with individuals, small groups of students, or whole classes, depending on the instruments used (Guskey, 2003). Instruction and evaluation are interactive. The teacher may evaluate student learning on the spot, or collect data at different points in time and compare progress over units of instruction. Moment-by-moment assessments allow the teacher to tap into student’s developing understandings about the objective and to enable the teacher to correct misconceptions immediately. Observations recorded over time allow the teacher to identify patterns of development and document learning gains (Guskey, 2003). This can be accomplished in many ways. Devices appropriate for the evaluating progress are data keeping, checklists, logs, standardized tests, and paper and pencil tests. Now we consider the practical applications of DPE in a classroom. Antoine is a 12 year old, sixth grader, who is diagnosed with ID and is in a special education classroom. His MDT has completed their assessments and has developed his IEP. One of his goals includes math readiness. His objective is to be able to match manipulatives to numbers expressed on cards with verbal prompting. The teacher has developed prescriptive lesson plans to enable Antoine develop the needed skills to match the manipulatives to the numbers. His first lesson is to match manipulatives to the number expressed on a picture communication symbol (PCS). He encounters difficulty in matching the manipulatives to the number on the PCS. His teacher notes the difficulty evaluating Antoine’s learning skill gap. She introduces PCS with a number of manipulatives on it equal to a number on the top of the PCS. Antoine begins to associate the manipulative with the number on the card. As he experiences success in matching the manipulatives to the number, the teacher replaces the PCS with two cards, one with the number and the other with the manipulatives. After collecting data indicating Antoine’s progress, the teacher removes the manipulative card. Antoine now begins to match the manipulatives to the number on the PCS. For the second example we meet John. John is a 15 year old with a diagnosis of ID and behavioral issues. He has recently developed the habit, when he becomes frustrated, of head butting objects and individuals. His MTD has met and analyzed the situation and has developed a plan to extinguish this behavior and have John express his frustration in positive behaviors. They have listed the times when John has become frustrated, the antecedent(s), and indicators that precede his head butting. The prescriptive element is to develop initially plans for John to identify his feeling of frustration and to express his emotion to the teacher. As the staff observes John during class times, they begin to note those antecedents that indicate John is becoming frustrated. They plan interventions with John to alleviate his build up of frustration. There is the constant interplay of the diagnostic, prescriptive and evaluation processes until John is able to identify the cause of his frustration and release it with positive behaviors. There are many specific techniques that can assist in teaching students with ID. They can be summarized into three, more, general strategies. First is to allow more time and practice for the students to successfully master the objective. Second is to embed the activities into daily living or functioning as much as possible. Third is to include the student both in the social and academic activities. Diagnostic/prescriptive/evaluation strategies have been employed in the classroom as an educational strategy to remedy learning deficits (Ewing Brecht, 1977). After speaking with a teacher about the roles and procedures that plays in the daily class, she shared with me that the diagnostic process helps the educational team define the student’s abilities and deficits. The prescriptive process provides a means to plan and teach the skills and concepts a student needs most. The evaluation process measures the learning increments of any magnitude. It enables the team to redefine the diagnostic and prescriptive as needed. The DPE strategy emphasizes and identifies a prioritized life goal curriculum planning approach to identify functional skills and concepts need by a student with ID to become as successful as possible in adult life. The DPE approach assesses each student’s abilities and progress toward those individual life goals (Thomas, 1996). References Dreschel, Susan. (2012). Prescriptive Learning. http://www. ehow. com. Eisele, James E. (1967). Diagnostic Teaching: Can the Curriculum Specialist Help? Educational Leadership, January 1967. Washington, DC. Ewing, Norma Brecht, Richard. (1977). Diagnostic/Prescriptive Instruction: A Reconsideration of Some Issues. Journal of Special Education, vol. 11. Los Angeles CA: Sage Publications. Guskey, T. R. (2003). Using Data to Improve Student Achievement. Educational Leadership. Kauffman, James M. Hung, Li-Yu. (2009). Special Education for Intellectual Disability: Current Trends and Perspectives. Philadelphia, PA: Lippincott Williams and Wilkins, Inc. Thomas, Glen E. (1996) Teaching Students with Mental Retardation: A Life Goal Curriculum Planning Approach. Saddle River, NJ: Prentice Hall. How to cite Dpe Paper, Essay examples

A Study On Child Observation And Game Essay Example For Students

A Study On Child Observation And Game Essay Child Observation and Game While thinking about this assignment many ideas popped into my head about what I could teach however, I wanted to conduct a study that was not only fun and exciting but also educational and beneficial to the future of this child. When it came to choosing a target audience, I wanted to work with someone that was around the age that I want to teach. My son fit perfectly into that category. Initially it was my goal to observe him conducting two activities, these activities were chosen based on their ability to pique the interests of a 4 year old. During the observation phase of the study, I planned to explore the different theorists that we had learned about in class and put my knowledge to test. I used Piaget, Vygotsky, and Erikson do analyze their cognitive abilities. I also wanted to explore Kohlberg’s Moral Reasoning Theory. Throughout this process I wanted to discover where he was cognitively and morally. My 4 year old son, Joseph was my main man for this assignment. He is a very brilliant child, who absolutely loves to learn anything new. He has just started pre-kindergarten this year and his brain is like a sponge, constantly absorbing new material that he learns in school. I chose to work with my son because this is the same age that I thought I would be interested in teaching. I have always loved young children and watching them learn new things. While thinking of things to teach Joseph, it became quite the process for me. I wanted him to educationally grow, while keeping it fun, exciting and introducing him to something new at the same time. In my family, we are quite competitive and love spending time together. Joseph is now at an age where we can start experimenting with different games. Th. .g catered to, to where everything is all about them. So it is only natural for them to be egocentric at this age. It will be my job as a teacher and a parent to teach these children how to think about other people in this world and go from a pre-conventional thought process to a conventional one. As a teacher to make sure that every child might be on a different level cognitively and socially. Children at this age will just be learning about moral reasoning, realizing the world does not revolve around them. I will constantly need to strive to make sure I am pushing children to their Zone of Proximal Development, and if they are not there I need to figure out how to get them there by scaffolding them. Each child will be a unique individual and it will be my goal as a teacher to help them reach their full potential, while making sure they are not being pushed too far.

Where Do I Belong What Makes Identity

One of the most complicated notions in the modern world, identity is the most crucial aspect of a human’s existence. Once losing his/her identity, a human being cannot live the full life and practically becomes deprived of an essence of life. Because of its versatility and the number of issues it touches on, identity must be considered from various viewpoints.Advertising We will write a custom essay sample on Where Do I Belong? What Makes Identity specifically for you for only $16.05 $11/page Learn More Embarking upon this investigation, one should start with the physical aspect of human nature. From a biological point of view, identity is predetermined by the gender of a given person. Indeed, in the clichà ©d society where men and women bear different social roles, the gender aspect is what makes the core of identity. Further on, developing into grown-up, mature people with shaped personalities, we bear certain social role predetermined mostly b y our gender. In addition, the large variety of social roles that we have changed throughout our lives was also intertwined with our genders closely. It is quite peculiar that a child obtains his/her sexual identity at certain age, but not from the day of his/her birth. Thus, it is logical to suggest that the quest for identity begins right with acknowledgement of one’s own gender. An important step in learning one’s identity, the physical aspect makes the foundation of the future searches. Next comes the aspect of one’s religious belief – or its absence. Something that is completely sacred for a human being, religion must be another important part of identity – its core and the backbone of one’s philosophy, moral principles and the world picture. When needing to turn to someone for help, one usually resorts to his/her religious beliefs, which discloses the most secret aspects of his/her personality. This means that religion must be another significant part of human identity. Helping people to find the intrinsic value of their lies and look for the enlightenment that comes with serving God and following His behests makes another important part of one’s identity. Even atheists still have certain religious position – the position of denial. The last, but not the least comes such aspect of one’s identity as culture. In contrast to the previous aspects, this one appears to be the most mysterious one. Unlike the religious beliefs, it can change considerably, being rather subject to the influence of the other cultures. Yet it makes the stem of one’s identity and helps one to define his/her identity. Embracing the experience of the ancestors, with all their traditions and customs, and at the same time involving the novelties that convey the flair of the epoch, culture is another essential notion that identity involves.Advertising Looking for essay on biography? Let's see if we can help you! Ge t your first paper with 15% OFF Learn More Therefore, identity is a blend of one’s cultural background and gender specifics. In his/her search of the identity, one has to consider all the abovementioned spheres of his/her life. Though certain element of scientism in this search might dim the excitement of the process, one still has to admit that identity is the crossroads of all the peculiarities of the given person, from the most essential ones like the nationality and the religious denomination up to the things that might seem complete trifle. Still it is obvious that identity is the blend of the cultural and the natural – the two elements that make a human being. Developing and enriching them every day, one can cognize him-/herself and reveal the places uncharted of one’s own soul. This essay on Where Do I Belong? What Makes Identity was written and submitted by user Raphael N. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.