Buddhist schools Essay Example for Free

Buddhist schools Essay The earliest and the most basic form of schools were Theravada and Mahayana which have been derived from the basic teachings of Buddha. These are actually same teachings but with different interpretations. Both of them have Dharma which is the basic teaching of Buddha. Both of these schools have some animosity between them. All the southern Asian countries and Vietnam have accepted the principles of Theravada. Any differences between the schools are minor matters are do not hinder in one basic belief of Buddha’s teachings. It is one of the earliest forms of teaching found in the history of Buddhism and is one of the most orthodox also . Theravada school emphasizes on meditation and helps in understanding the psychological nature of a human being. According to Mahayana school of teachings, salvation can only be achieved if we trust Amitabha. Such person longs to be born in the paradise, because he has done good deeds and followed the teachings of Buddha. The philosophy of this school is very unique. According to them in order to gain enlightenment a person should inward and not outward. Intuition is one thing this school emphasizes upon, as intuition is purely inward. Mahayana was previously known as Mahasanghikas and after a few decades of its formation it became so popular that it revolutionized the Buddhist teachings. Sutra and Vinaya were translated according to them, and in the due process they also had to reject some texts. The Mahayana philosophy grew more with the concept that Buddhas are lokottara. This means that they are connected to the world only by some external force and it has no impact internally . Why did Mahayana become more accepted? It is because the Mahayana ritual and imagery attracted the Vietnamese. Its ceremonies were in conformity with original Vietnamese beliefs and rituals. This school of Buddhism also combined folklore with Taoist teachings. The enlightened ones in Buddhism were respected as animist spirits. In 7th century C. E, Mahayana school became a little more developed. It was then called Vajrayana. This had an influence of Hinduism also but had similar teachings as of Mahayana. The aim of Vajrayana is the same as that in Mahayana, that is to attain Buddhahood, but the tantric practices showed a quick way to achieve this end . CONCLUSION From very early period Buddhists are concerned about education. In third century almost 9 Dhamma missionaries were sent to different areas of south East Asia in order to teach people about Buddhism . This is the oldest example telling Buddhists concern about Buddhist studies. These 9 Dhamma missionaries started a wave of missionaries. These were sent to Sri Lanka, Thailand and china etc. Today, due to these missionaries and Buddhist schools, Buddhists are present in very corner of the world. Vietnamese Buddhist education leaders are very much concerned about the global demands and needs of Buddhist education. In 1975, when the country got united, there already was a higher education institution in South; it was named Van Hanh University. This university was popular internationally and had close interaction with many other universities of the world. After 1980s two advanced schools were established in Ha Noi and Ho Chi Minh City. These schools trained monks and nuns at B. A level. Due to growing demand these two higher education schools were later turned in to universities. These now trained monks and nuns at not only undergraduate level but also postgraduate level. In 1997, one more Buddhist university was formed, this time in Hue city. Today, there are almost 40, 000 monks and nuns. There are almost six colleges and 31 high schools teaching Buddhism . Buddhism has made great progress in Vietnam. A national calligraphic system which replaced Chinese was also introduced. This helped everybody get on the same platform and understand each other well. Before that it was difficult to have the entire nation on the same page, as the Vietnamese language lacked its own script. People, who did not understand Chinese, could not read books, as all the books were in Chinese. In Vietnam, the Buddhist studies do not influence just art, philosophy or painting. Theatre also serves as a conveyer of the legends, stories and facts about Buddhism. Buddhism is not only a source which quenches the thirst of the intellectuals. It quenches the thirst of the spirit also. Buddhist studies have changed the past and present of Vietnam. The Vietnamese Buddhists go far and wide in order to give a vent to the knowledge and impart it to the others. Buddhism has prospered leaps and bounds in the country. Though there are many rival religions in the country, Buddhism is by far the most popular one. As mentioned earlier, almost two thirds of the population practices Buddhism. During 968 it was made the state religion. Buddhism in Vietnam is no wonder superior than any other religion there, as it is not only accepted publicly but also helped in the moral and spiritual training of the general public. People believe it and accept it by heart. They call it the religion of compassion. The imprint of Buddhism can be seen in art and literature as well. Music has also been inspired from it. Today there are almost 15,000 worship places in Vietnam as compared to none in the beginning. There are almost ten million Buddhists all over the world. Vietnam alone has some 40,000 nuns. It was only 20,000 twenty years back. The development Buddhist studies have done can be clearly understood from the fact that today there are almost four Buddhist universities as compared to only one in 1981. Van Hanh was the first Buddhist school. Today there are schools all over Hanoi, Hue, Ho Chi Minh City and Can Tho. There are almost six colleges and 31 high schools for Buddhists. There are uncountable numbers of grassroots schools in many other provinces. This clearly shows that Buddhism has made a lot of progress since Buddhism first entered Vietnam . Buddhist monks are now not only studyin Buddhism in monasteries and colleges but are getting higher education all over the world. They are studying various subjects and religion in order to increase their knowledge. Not only have they had attained worldly knowledge, but spiritual knowledge which will lead them to enlightenment. References Anson, Binh. (n. d). Theravada Buddhism in Vietnam. Retrieved January 31, 2008 from: http://www. budsas. org/ebud/vn_thera. htm Brough, John. (n. d). Gandhari Dharmapada. India (n. p). Clark, Laura and Brown, Suzanne. (n. d). Buddhism in Vietnam. Retrieved January 31, 2008 from: http://journals. iranscience. net:800/mcel. pacificu. edu/mcel. pacificu. edu/as/students/vb/INDEX. HTM.

EL Medio Ambiente - Spanish Essay :: Papers

EL Medio Ambiente No deseo culpar a nadie, pero son los jÃÆ'Â ³venes que no se preocupan por el medio ambiente. ÂÂ ¡Supongo que se puede decir que no se preocupan de casi nada! Pero por la poluciÃÆ'Â ³n del aire; los adultos tienen la cupla - nunca andan sino llevar el coche todo el tiempo. En este ensayo prentendemos dar respuesta a una pregunta de importancia crucial - ÂÂ ¿Quien tiene la culpa?ÂÂ ¿Los jÃÆ'Â ³venes, los adultos, el gobierno, el ayuntamiento o toda la gente?ÂÂ ¿Y quÃÆ'Â © pasa si n hacemos nada? Para comenzar, hablaremos sobre el reciclaje. Mi punto de vista es que el reciclaje es mÃÆ'Â ¡s comÃÆ'Â ºn con los adultos; especialmente con las mujeres. El problema es que no hay muchas contenedores disponibles en Gran BretaÃÆ'Â ±a. En EspaÃÆ'Â ±a, son mÃÆ'Â ¡s populares y el hecho de que hay contenedores en casi cada pueblo, es mÃÆ'Â ¡s fÃÆ'Â ¡cil para la gente. Otro problemo es que no educamos a los niÃÆ'Â ±os sobre la importancia y las ventajas de reciclar. Debemos educar a los niÃÆ'Â ±os y a los jÃÆ'Â ³venes para crear una conciencia y necesiamos mÃÆ'Â ¡s informaciÃÆ'Â ³n y mÃÆ'Â ¡s publicidad que nos avisa de los problemas. Por ejemplo, en EspaÃÆ'Â ±a, hay las campaÃÆ'Â ±as reciclado en muchos lugares. AdemÃÆ'Â ¡s del reciclaje, hay el problema de la poluciÃÆ'Â ³n del aire. Eso es debido a los humos de los coches. Hay cada vez mÃÆ'Â ¡s coches en las calles. Debemos usar el transporte pÃÆ'Â ºblico , u investigar la posibilidad de fabricar coches que no abusan del medio ambiente, por ejemplo coches elÃÆ'Â ©ctricos. Gracias a los humos hay un aumento del nÃÆ'Â ºmero de niÃÆ'Â ±os que sufren asma. Tenemos que andar mÃÆ'Â ¡s - es bueno para la salud y tambiÃÆ'Â ©n, no causa daÃÆ'Â ±o a la capa de ozono. ÂÂ ¡El problema es que la gente es demasiada perezosa! Un problema muy grave es la energÃÆ'Â ­a nuclear. Pienso que es la peor amenaza para el futuro. Hay cada vez mÃÆ'Â ¡s centrales nucleares y hay un peligro con las armas nucleares. Una sola bomba nuclear puede ser el fin del mundo. TambiÃÆ'Â ©n, es un hecho que la energÃÆ'Â ­a nuclear dura para

Ap Nsl

ap nslChapter 18: Reading Questions 1. Read the handout on incorporation doctrine and write a definition of incorporation clarifying the concept of incorporation in your own words as well as explaining the role of the 14th Amendment in incorporation. I will cover this in class! 2. What are the three reasons why the liberties claimed by some people become major issues? Give one or two examples for each reason. 3. Explain briefly how the Supreme Court has interpreted the Free Exercise and Establishment clauses. 4.What are the difficulties in using the â€Å"wall of separation† principle? 5. List and explain the circumstances when the Supreme Court has ruled that freedom of speech may be limited. 6. Define the â€Å"clear-and-present-danger test,† libel, preferred position, prior restraint, imminent danger, and symbolic speech. You may just want to put these straight onto your flashcards 7. Summarize the Supreme Court’s changing interpretations of how to protect bot h the due process rights of accused criminals and to preserve the safety of the community.Define the exclusionary rule and the â€Å"good faith exception. †. Chapter 19 Reading Outline 1. What does the book say is the pertinent question regarding civil rights? 2. What were the strategies that black leaders followed in order to obtain civil rights? Once basic rights such as voting and integration had been obtained, what issues did civil rights leaders focus on? 3. Briefly outline the steps in the NAACP’s strategy in the fight against segregated schools and indicate the success they had in the courts and in implementing desegregation. . What was the issue concerning desegregation vs. integration? How has this issue been resolved? 5. What were the four developments that made it possible to pass civil rights bills? 6. What accounts for the change in attitude in Congress towards civil rights issues from the 1960s to the present? 7. How has the Supreme Court changed in its a ttitudes towards equal rights for women from the early 20th century to today? 8. What are the two standards the Court uses today to in considering sex discrimination cases? What is the debate between those who support â€Å"equality of result† and those who support â€Å"equality of opportunity†? 9. What are the criteria that the Supreme Court has adapted in defining strict scrutiny of any law involving racial preferences? 10. Briefly summarize the highlights of the government’s response to abortion. 11. How did activists for the disabled manage to get The Americans with Disabilities Act passed? 12. Briefly summarize what is included in the law and the objections that some have had to the law.

Developing an Annotated Bibliography - Free Essay Example

Sample details Pages: 8 Words: 2267 Downloads: 1 Date added: 2018/12/14 Category Literature Essay Type Research paper Level High school Did you like this example? Introduction Annotated bibliographies are useful instruments when exploring or composing an exploration paper. They enable you to arrange your sources in ways that may somehow be troublesome. With annotated bibliographies, you can without much of a stretch discovers which source contain the data you require, and the references are prepared for your paper. This by itself makes commented on book references helpful. Components The Bibliographic Passage is the whole section from one source. The passage is made out of the Documentation and Comment. The readings should comprise of two parts: Documentation: The reference itself, appropriately reported in MLA, APA, CBE, Chicago, or another style. Annotation: The passage of notes about the source. To be clear, explanations ought to build up believability, abridge, and demonstrate significance. Inquire as to whether you ought to incorporate any extra data or on the off chance that he or she has particular restrictions on the assignments. In your explained list of sources, you should: Don’t waste time! Our writers will create an original "Developing an Annotated Bibliography" essay for you Create order Create Reliability: Let the peruser realize that your source and writers are dependable. Recognize set up respectable foundations when creators are utilized or associated, or distinguish the notoriety of the diary or strategy for production. Search for peer-evaluated sources, which are journaled choices that have been endorsed by a board of experts in the source. Synopsize the work: Recognize and express the motivation behind the action (reworded is excellent; you will need to take note of the page number). Utilize headings,e sction titles, and so on. To reference your discourse of the association and enable you to discover the data inside the source rapidly. Exhibit diversity and comparison by indicating connections between and among sources: Show how subtle source elements or substance contrast with another source in the catalogue by utilizing analytical methods of considering: correlation and differentiation, definition, circumstances and results, issue and arrangement, grouping and depiction, or portrayal. Build up importance by demonstrating the connection between the source and your examination in-advance: Utilize the procedure portrayed in #3. The procedure for composing an annotated bibliography Select research topic, at that point, limit it down and submit for endorsement. Read agendas and test commented on the list of sources. Read sources to be clarified by taking notes because of the schedules. In all likelihood, you will bring down more data than you can use in your last section. Compose your explanation from your notes, taking consideration to speak to the source wholly and precisely; if proper, judge the source by the criteria contained in the assessment agenda. On the off chance that essential, change your explanation to run long from 50-100 words. Keep in mind: the reason is an outline. Be exhaustive yet brief. Compose the proper bibliographic passage shape. Sort last draft and edit. Specification for note-taking Incorporate all reference data (writer, title, publisher or periodical, pages or city, volume, and date.) What are the subject and position? What are the significant focuses, dispositions or conclusions secured? What sorts of confirmation are referred to help these concentrations? What novel as well as intriguing methodologies and highlights does it contain? Is the writer especially fit the bill to compose regarding this matter? Specification for assessment of the resource Is the source plainly composed? Discernible? Clear and intelligently sorted out? Are its information or hypotheses advantageous? Are its information or speculations enough and sensibly bolstered? Are valuable cases, representations, contextual analyses utilized? Does the source give practical proposals to examine additionally? (For instance a list of sources or references to crafted by others.) Would you be able to prescribe it as a significant reference? Does it give essential foundation regarding the matter, or does it manage late advancements? For the most part, does the creator seem, by all accounts, to be in contact with the genuine or apropos issues of the subject? Annotated Bibliography Gebhardt, Richard C. Writing Processes Revision, and Rhetorical Problems: A Note on Three Recent Articles. College Composition and Communication, vol. 34, no. 3, Oct. 1983, pp. 294-96. Quickly talking about Blossom and Hayes A Psychological Procedure Hypothesis of Composing, Berkenkotters Understanding an Essayists Consciousness of Audience and Witte and Faigleys Breaking down Update, Gebhardt reclassifies the accentuation on amendment just like a piece of the composition procedure. The characterizing of an expository issue is by all accounts a fundamental piece of that update organizes. Moreover, he observes that these journalists dont all concur with the idea that modifying isnt a conclusion to the procedure however. Instead, a perplexing advance mirroring an assortment of composing methodologies. Huff, Roland K. Teaching Revision: A Model of the Drafting Process. College English, vol. 45, no. 8, Dec. 1983, pp. 800-16. In this article about the modification phase of the procedure, Fit examines the development from zero drafts (a term begat in 1966 by Peter Drucker) to a definite outline. Utilizing twenty-two understudies for his investigation, Episode demonstrates the significance of understudies putting their prewriting thoughts in a draft while investigating their subjects. Amid the second draft, understudies distinguish the significant issues through an arrangement of heuristic inquiries regarding audience, essayist position, the connection amongst audience and author, conceptualization of the theme, and association of the content. The last draft starts to demonstrate the request that the previous material will take. Huff isnt expressing that all authors must compose three drafts; indeed, there might be all the more. However, he instead shows that this development from zero drafts to critical thinking draft to conclusive outline is essential and ought to be educated to composition understudies. OMealy, Joseph, and James Register. Editing/Drilling/Draft-Guiding: A Threefold Approach to the Services of a Writing Workshop. College Composition and Communication, vol. 35, no. 2, May 1984, pp. 230-33. The co-writers of this article examine the techniques for help given to the different levels of composing understudies. The understudies were separated into standards in light of their written work aptitudes: propelled journalists, centre level, and lower level. Advanced essayists require help in a review. Middle-level writers battle with blunders needed to end and deliberate penetrating. Low-level students require help for fundamental concerns extending from spelling to organization, demanding what the writers call draft-directing. The co-writers encourage understudies to utilize writing workshops with drop-in clients to attempt this technique for education. Swartz, Mimi. Revision Profiles: Patterns and Implications. College English, vol. 45, no. 6, Oct. 1983, pp. 549-58. In her report, Schwartz describes different ways that authors review. She characterizes journalists and their written work techniques. She expresses these groupings help give an arrangement of terms that guide understudies in understanding their amendment methodologies, help educators in individualizing their written work direction. She finishes up by reemphasizing that the modification planning isnt a disengaged demonstration, however, a critical piece of the exploratory writing process. Witte, Stephen P. Topical Structure and Revision: An Exploratory Study. College Composition and Communication, vol. 34, no. 3, Oct. 1983, pp. 313-41. Wittes investigation starts with a chronicled foundation of thematic structure in expanded writings, posting the Prague School language specialists as the pioneers in present-day inquire about on points in a talk. The wording, for example, subtopics, sentence points, and talk subjects are characterized. Following up on the suggestion that thematic structure investigation would demonstrate helpful in the research of correction techniques, Witte set up his exploratory model. Witte finishes up by saying that while his strategy may seem counterfeit and just investigated one understudys keeping in touch with, it suggests the connection amongst perusing and composing abilities, help distinguish issues in understudy composing, and propose that modifications enable authors to draw nearer to their crowd and expected importance. ? Missy, James,? Alan P. Merickel,? Greg Loyd,? Jenny Perkins.Reading Literature and Writing Argument (6th Edition). New York: Pearson, 2016. This book gives an explained list of sources of sources concerning instructional examples for inquiring about libraries. Composed for a scholarly audience, the writer provides data on how such a reference index can be utilized. Although it doesnt give data on the best way to aggregate a commented on a catalog, the book demonstrates a decent hotspot for illustrations. Said, Edward W. The World, the Text, and the Critic. The World, The Text and the Critic. Cambridge: Harvard UP, 1983. 31-53. Said contends that writings are enmeshed in condition, time, place, and society (35) and that dialect, or content, has a particular situation. (35) This conclusion implies that writings dont have limitless translations (39). One other intriguing point Said makes is that talk isnt a popularity based trade as some portray it. Or maybe, writings are essentially actualities of energy, not of majority rule trade; talk is generally like the unequal connection amongst colonizer and colonized, oppressor and persecuted (45, 48). Words are a piece of the world as are related to power, expert and power. For instance, Said utilizes the trade between Stephen Dedalus and the dignitary of understudies. Their experience implies writings are illustrative of the stable foundations; pundits employment ought to be to expose things that lie covered up underneath devotion, indiscretion, or schedule (53). Harmon, Robert. Elements of Bibliography. American Scholar 65 (1989): 24-36. In spite of the fact that this article from an insightful diary does not concentrate on commented on lists of sources, the writer makes a better showing with regards than of demonstrating the reason and procedure of general reference index. Harmon composes this content for administrators who must concentrate on itemizing books. The book index for this material is explained and gives a decent wellspring of cases. Sollors, Werner. Owls and Rats in the American Funny house: Adrienne Kennedys Drama. American Literature: A Journal of Literary History, Criticism, and Bibliography 63 (1991): 507-32. Sollors abridges seven of Kennedys plays, giving careful consideration to their symbolism, particularly the creature symbolism. He attracts from her personal history to elucidate the content of her plays, clarifying what affiliations she had with a portion of the pictures. Sollors gives a decent investigation of the structure of Funnyhouse, saying that the reiteration and the symbolism furnish a reasonable structure with three outstanding expository units: the returning father, the Roman remains, and the African deliverer (515). These units make a rhythmthat extends the subjects of conflictual legacy, fizzled self-acknowledgement, mission, and give up, decay, murder, and suicide without settling these issues (516). This is a decent starting paper, however not an inside and out exchange of anyone thought. Tener, Robert L. Theatre of Identity: Adrienne Kennedys Portrait of the Black Woman. Studies in Black Literature 6.2 (1975): 1-5. Tener concentrates on the owl symbolism in The Owl Answers and depicts the conceivable relationship of the owl from legend and myth. The characters internal battle for personality is externalized through the introduction of the owl in front of an audience. Among other SIUC Composing Center www.siu.edu/~write things, the owl has been related with non-Christians, witches, and the female household expressions (Athena); its call has been viewed as the call of death and the voice of a lady requiring her tyke who kicked the bucket in labour (2). Tener contends that what the dark lady gets from her American culture confounds her personality and that the authentic and artistic past of her white father furnishes She with no signs of comfort (3-4). Given what Kennedy told Precious stone, this conclusion appears to be sketchy, because Kennedy said she felt some portion of a group of essayists, including the dead, English ones. Zinman, Toby Silverman. ?In the presence of mine enemies: Adrienne K ennedys An Evening with Dead Essex. Studies in American Drama, 1945-Present 6 (1991): 3-13. Zinman breaks down the play as far as presence and nonattendance of the characters. However as he says, not in as intricate a way as they are utilized to in the speculations of Lacan, Saussure, and Derrida. He fights that the actual subject of the play is missing (Essex) and that Kennedy has not discovered a delightful approach to exhibit nonappearance in front of an audience in this play (12). Specifically, as indicated by Zihman, Kennedys utilization of authenticity constrains the play to the socially conceivable, which are the same powers the play seriously contradicts (8). The article was intriguing, yet regardless I dont know what an acceptable nonappearance would be. Shinn, Thelm J. Living the Answer: The Emergence of African American Feminist Drama. Studies in the Humanities 17 (1990): 149-159. Notwithstanding plays by Hansberry, Childress, and Shange, the article talks about Kennedys plays. The attention on solid female characters by these writers demonstrates the sex pressures inside dark society. As indicated by Shinn, Kennedy, by underscoring the variety of the internal identity, demonstrates that these pressures must be stood up to inside and afterwards incorporate (157). Shinn takes note of that Kennedy has moved to an expressionist shape to make these focuses (rather than the more sensible types of Hansberry and Childress.) I found the discussions made in this article to be genuinely evident and not extremely supportive. Work result Gebhardt, Richard C. Writing Processes Revision, and Rhetorical Problems: A Note on Three Recent Articles. College Composition and Communication, vol. 34, no. 3, Oct. 1983, pp. 294-96. Huff, Roland K. Teaching Revision: A Model of the Drafting Process. College English, vol. 45, no. 8, Dec. 1983, pp. 800-16. OMealy, Joseph, and James Register. Editing/Drilling/Draft-Guiding: A Threefold Approach to the Services of a Writing Workshop. College Composition and Communication, vol. 35, no. 2, May 1984, pp. 230-33. Swartz, Mimi. Revision Profiles: Patterns and Implications. College English, vol. 45, no. 6, Oct. 1983, pp. 549-58. Witte, Stephen P. Topical Structure and Revision: An Exploratory Study. College Composition and Communication, vol. 34, no. 3, Oct. 1983, pp. 313-41. Missy, James,? Alan P. Merickel,? Greg Loyd,? Jenny Perkins.Reading Literature and Writing Argument (6th Edition). New York: Pearson, 2016. Zinman, Toby Silverman. ?In the presence of mine enemies: Adrienne Kennedys An Evening with Dead Essex. Studies in American Drama, 1945-Present 6 (1991): 3-13. Drama. American Literature: A Journal of Literary History, Criticism, and Bibliography 63 (1991): 507-32.