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This-essay is a7903031.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %EGOCENTRIC RECITATION LECTURE 790303 The professor seemed to be reminding himself of what the steps in the derivation were. His sketch of the proof left so many gaps in logic that none of the students in the class really followed his train of thought. It is as if his train had only every tenth car in place and he expected it to stay together when he pulled on it. The conclusion simply did not follow. The professor did not seem to realize that none of the students could see the whole train of logic, and further he did not seem to care that none of the students could see the whole train of logic. The fact that it was whole in his mind seemed to be all that mattered to him. His lecture seemed to be him talking out loud to himself---to convince himself that were he to take the time, he could put together a coherent whole train of logic. It was not clear why the whole derivation was worth the time he spent on it. By spending time on it he seemed to be saying that it was worth his time and our time. But, he never made clear why it was worth our time and why he led us to spend our time on it. I like to know why it is worth my time to do something. He was enthusiastic and really "into it", but I don't see where it fits into a whole picture. He never offered a context in which the derivation has any meaning. His lectures never offer context in which to see the parts as having meaning by virtue of the whole which is their context. The professor worked a problem, as an example. But it seemed to me to be so abstract as to have no real relevance to the lives of real people. He made no reference to physical objects or actual measurements in a specific experimental or practical situation. He did not help us even picture in our imagination any possible physical situation to which the theory had anything to say. Even his "practical applications" pertained to abstract situations which (in the students' perceptions) were unrelated to any situation which they could visualize. None of the students could in any meaningful way see the value of what he said. The professor has a great reputation and the power to give grades. Students look up to him like a witch doctor who knows more than anybody else. They attribute their lack of understanding to their own lacks, not to those of the professor. They do not talk to each other about their problems and frustrations. They are dying. (c) 2005 by Paul A. Smith in www.essayz.com Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
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This-essay is a7903031.htm which is available at the web-site www.essayz.com. These 5 lines echo top lines. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One