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Compare and contrast Essay Bodhisattva is a special illumination where the adept is believed to be awakened to minds of greater power. Buddhists believe that in bodhisattva the individual is made to obtain an enlightened thought. This kind of illumination obtained has to originate from the universal mind. Through this the adept receives a divine power that flows in his own body, stimulates his sense receptors to make him enjoy an inward spiritual awakening in his whole body (Robinson and Johnson, pg 271-296). Tantric adept focuses on the use of sound of the goddess in order to bring oneness of body, soul and spirit. This makes the individuals attain the ability to expel emotional pain, self depression and individual despair. Tantra implies the process of having a sense of mythical vibrations and sounds. Buddhism and Hinduism believe that through the worship of the goddess, the tantrans acquire a self realization and awareness. BODHISATTVA AND THE TANTRIC ADEPT Bodhisattva is believed to consider the destruction of an era to be as a result of oneself. Atman is thought to be the case where the individual deserves the punishment and the eventual destruction. In most cases this results in the complete extinction of a generation. Tantric adept on the other hand considers the destruction of an era to emerge from duality. In its expression, it opposes the unity that is believed to lead to the realization of Atman. In Bodhisattva, the main identity is Chimaminda which stands for kali. It describes the victory of the Buddhist as followers of Buddha the goddess (De Bary, William, 2003 chapter 1, 2, 3, 4). Tantric adept on the other hand focuses on chinamasta which Hindus consider to be associated with Kama and Rati. This iconography means the process of copulating bodies. It basically demonstrates the creation and his eventual destruction to be part of the human cycle. Prior to Bodhisattva the adept is expected to receive an element called archetype of Buddha. This is the knowledge that erupts all over suddenly without the individual realizing. This same concept is seen in tantric adept which advocates for self realization. Bodhisattva advocates for an inward awakening of the individuals to know what they did not know (Robinson and Johnson, pg. 130-137). The adept should therefore receive a prior archetype of Buddha. This knowledge acquisition is sudden while Tantric adept advocate for women enrolment in Tantra because of the special place they have in the society. Tantric adept encourages initiations which will allow women spiritual and aspiration desires to come to a fulfillment whereas Bodhisattva perceives men to be more superior to women in all spheres. In both Bodhisattva and tantric adept, chinnamaster are understood through having a prior knowledge of Kundalini yoga, susumna, Ida and Pingala. These are the major four channels of great importance to Buddhism and Hinduism. Having a perception of duality is believed to be caused by the inability of the two channels to enter the susumna when it is closed. When the tantric adept has acquired the knowledge of having a feeling of free blood circulation right from the central part, the individual is said to be self realized. The tantric thus uses the knowledge learnt to untie the knots creating undisrupted flow of energy. Both Bodhisattva and Tantric adept considers the goddess head to show destruction of generation (De Bary, William, 2003 chapter 1, 2, 3, 4). The teachings involved in Bodhisattva are hard and quite longer than those of tantric adept. There is only one sudden enlighten at gotra. However this kind of experience lives the adept with wounds of how to master bodhisattva as a way of living. CHARACTERISTICS OF TANTRIC ADEPT All acquired merits are shared which allows an individual to be free from all calamities. Due to this the Buddhist lives together peacefully. Characteristics of prosperity originates from Buddha Worship is done in twenty different ways followed by a dedication for acceptance The Bodhisattva have undergo initiation CHARACTERISTICS OF BODHISATTVA Its basis is on the inward awakening of the individuals It is characterized with an element called archetype Believes in a sudden knowledge acquiring There activity and career are long and hard making enlightens to be above gotra. SPIRITUAL AND SOCIAL GOALS OF THE BODHISATTVA AND THE TANTRIC ADEPT Their spiritual belief is on the worship of goddess called Buddha Spiritually it is recommended for the Hindus and the Buddhists to only take refuge in Budda, dhamna and Sangha. These centers are commonly referred to as the Sarangamana. Spiritually they recommend the recognition of the good deeds of an individual. This is encouraged in the spiritual context of the Buddhist to be a sincere approval of them. The Bodhisattva and Tantric adept considers all its faithful to be ignorant. Buddha therefore has a responsibility to provide guidance to the individuals (De Bary, William, 2003 chapter 1, 2, 3, 4). This is called Yacana according to the Buddha perspective. Spiritually teachings of Buddha are not just meant for an individual. These teachings should be offered to others. This merit is meant to inculcate positively of the persons and is referred to as Parimmana. Spiritually every one who subscribe to this faith is expected to develop bodhisattva. Work cited De Bary, William. The Buddhist Tradition. USA: Random house, Inc. 2003. Robinson and Johnson. Buddhist Religion: A Historical Introduction 4th Ed. USA: Wadsworth publishing Company, 2006. Keith Dowman. Sky Dancer. Nepal, USA: Snow Lion, 1996

Does King Lear Play The Tragic :: essays research papers

Does King Lear Play the Tragic Hero, or the Autocrat? It is quite possible to make an argument in favour of either answer, an argument that would prove to be quite a debate, although one answer would weigh in favour of the other. To prove this, certain elements would have to be analysed thoroughly, all aspects taken into context and sufficient research done into the matter. This is the only method in which a fair debate of the argument can be taken into consideration. We can only find the answer to this question if we know what the two arguments mean; this will provide a solid base onto which the rest of the debate can rest, a foundation of fact. Aristotle, a great founder of the definition of tragedy used the word catharsis to describe the effects of true tragedy on the spectator. Aristotle stated that the purpose of tragedy was to invoke pity and terror, and thereby effect the catharsis of these emotions. Other critics see tragedy as a moral lesson in which fear and pity are excited by the tragic hero’s fate serve to warn the spectator not to similarly tempt providence. This interpretation is generally accepted that through experiencing fear vicariously in a controlled situation, the spectators own anxieties are directed outward, and, through sympathetic identification was the protagonist, his insight and outlook are enlarged. Also, as importantly and significantly, Aristotle introduced the term hamartia, the tragic flaw, or an inherent defect or shortcoming in the hero of a tragedy. Aristotle casually described the tragic hero as a man of noble rank and nature whose misfortune is not brought upon him by villainy or corruption, but by some error of judgement. This imperfection later became known, or interpreted as a moral flaw, although most great tragedies defy such a simple distinction of the term. We could say that in many cases of tragedy the hero is never passive, but struggles to resolve his tragic difficulty with an obsessive dedication, that he is guilty of presuming that he is godlike, attempting to surpass his own human limitations. The need, or lack of order in a society, could be a reason why the tragedy came to be, and is known in Greek terms as hubris. This ethical and religious thought portrays the resulting implications of impious disregard of the limits governing human action in an orderly universe. It is the sin to which the great and the gifted are most susceptible, and in Greek tragedy is usually the hero’s tragic flaw.

Educational Issue Paper: Standards Based Curriculum Essay

There are many concerns that of the education system of the U. S. are faced with. One of these concerns is that the education system does not and can not adequately prepare the students for the 21st century life and work. Because of this, numerous educational professionals across the county have been trying new ways in changing the U. S. educational system. Different educational reforms have been tried and tested in different states. In several states, policy makers are changing the educational system in such a way that the measurement of the effectiveness of teaching and education is being based on results or outcomes instead of traditional inputs such as hours spent in class and in course credits earned. Policy makers have termed this educational reform as the standards-based curriculum or the outcome-based curriculum. The position of the author of this paper is for the standards-based curriculum to be implemented and to continue to be implemented in all states of the U.  S. The author believes that the standards-based curriculum in the U. S. educational system will help improve student learning by the effective restructuring of the teaching and learning process guided by the standards which are set by policy makers and educational experts. The author will therefore aim to provide justifications on siding for the standards-based curriculum in this paper. This paper will further aim to give the strong points as well as the weak points of standards-based curriculum. Standards-based curriculum as an education reform is based on the analogy of education to the business and manufacturing sector where total quality movement is being implemented. Total quality movement in the business sector is a belief that the best way for business organizations to reach their ideal goals is to first determine where they are now and where they want to be in and then plan backwards to determine the best possible way for them to get from where they are now to where they want to be. The main idea behind the standards-based curriculum is standards. A standard is a level of quality or achievement which is thought to be at a level of being acceptable. A standard is also used to measure or to estimate the degree or quality of an object. When used in the educational system, standards would comprise of a cumulative body of knowledge and set of competencies which will be the basis for the quality of education. Standards would express what all students should know and should be able to do after attending school. Standards however, do not include how these students would be able to learn things (Judy Steiner, n. . ). Setting standards in a national level through the standards-based curriculum would give all students equal opportunity because all students would be compared to the same set of standards which would be set nationally. There is a need for these standards to be at a national level in order to have a degree of uniformity in every school. If these standards would not be uniform then each teacher or each school would set his or their own standards for students. The demands on students would then be different from teacher to teacher or from school to school. If this happens then there would be inconsistency in both instruction and in assessment. Thus, it is important that national standards should be set in the standards-based curriculum. Another advantage of having a standards-based curriculum is that it provides students with clear understanding on what they need to know at different levels of their education. Exams and assessment on student learning are given on a national level to determine the progress of students in achieving the set standards. These assessment procedures would also indicate students who are not achieving the standards earlier in order to give them effective remedial assistance (Judy Steiner, n. d. ). Having set standards through the standards-based curriculum would create effective learning because the curriculum would provide all students the expectations that the state has for them. Having set standards would also be beneficial to the different stakeholders in education. Standards-based curriculum would provide the state with a common reference tool which can be used to define the framework for national testing. Standards-based curriculum would also provide schools and districts with a clear focus on how to develop and organize their instructions and assessment programs as well as the content that they will include in their curriculum. Standards-based curriculum would also help teachers to design and restructure their way of teaching and assessment and would help them create more meaningful lessons. Teachers would also be asked to make their students understand clearly the expectations which would improve student learning. For the students, standards-based curriculum would give them a set of performance expectations that would be clear and would help them understand what they need to do to meet the set standards. Standards-based education would also allow the parents to determine how their children are coping up in their education through the communication of the set standards for learning. Once parents know the expectations on their children, then they will know if their children are attaining the standards or not (Judy Steiner, n. d. ). One advantage of standards-based curriculum is that the performance expectations are the ones that are identified. Standards-based curriculum does not indicate how the students should come to attain these set standards. This can be an advantage because teachers, schools and districts would be given the opportunity in coming up with new learning ideas that would enable their students to attain these set standards. Since there are many ways to arrive at the same result, teachers, schools and districts would come up with different approaches in teaching and eventually, through experimentation, would come up with a teaching approach that can be implemented at a national level. However, this can also be seen as a weakness in the standards-based curriculum because it would lead to the question of who will be held accountable in determining what standards to be set and how the schools and districts would reach the set standards (Judy Steiner, n. d. ). There are also other concerns about the weakness of a standards-based curriculum that it would lead to a centralized education in the U. S. Opponents of the standards-based curriculum argue that this educational reform would undermine innovation at the local level. Schools and districts would not be given the opportunity of improving their education system within themselves. Opponents to the standards-based curriculum also argue that setting national standards would limit what students should learn and would not allow for diversity among students and the specific needs of the different populations. Some learning expectations that are demanded from students may be applicable to some states but may not be applicable to other states or population within the U. S. (Judy Steiner, n. d. ). Although there are many concerns regarding standards-based curriculum, the author still maintains his position in favor for the standards-based curriculum because the author believes that this type of educational reform has more positive effects than it has negative. Another positive effect this type of curriculum has is on the assessment of students. Traditional curriculum would rely on students’ memorization and mastery of the subject matter in order to get good grades or marks during examinations. This type of assessment has the purpose of determining if students have learned specific knowledge that is part of the curriculum. In the standards-based curriculum, assessment is intertwined with standards and has become an integral part of both the curriculum and the instruction program. Assessment through the standards-based curriculum no longer tests students in terms of the accumulation of facts and information but would rather emphasize on the students use and application of such knowledge. Standards-based curriculum would then assess students on their ability to think critically in terms of knowledge application. Standards-based curriculum would focus on testing students’ higher order thinking skills rather than just their ability to master lessons or memorization. Assessment in a standards-based curriculum becomes a continuous process which would provide teachers the performance data of students to be set as a benchmark as students move on to the next level in education. Assessment in a standards-based curriculum creates an environment where students would become successful since assessment is not as rigid as those of the traditional curriculum. Students can attain a standard at different acceptable levels. All in all, standards-based curriculum has more positive effects than it has negative effects in education. Standards should be well thought of and should be applicable to all populations of the country. However, standards in and of themselves are meaningless. The author believes that the important thing to consider in the standards-based curriculum is how teachers, educators, schools, districts and other policy makers in education help the students in attaining these set standards. There should be a very good monitoring system in ensuring that teachers are doing everything possible in making sure that students attain and achieve the performance expectations that are asked from them.

Abortion Is A Never Ending Debate - 1094 Words

Stephenie Osewe Dr. Amir Azarvana Pols 1101 July 2nd 2015 Abortion. The tittle of the article I will be analyzing is â€Å"republicans seek to put abortion on the front burner in 2016†. The article was published in U.S. News and World Report, written by Tierney Sneed. Abortion is a never ending debate, it is one of the most common medical procedures performed in the United States each year. Abortion is also one of the most debated topics of all time, it is a never ending debate of whether it should be legal for women to terminate pregnancy. Some people are against abortion while others are for it. people that are against abortion also known as â€Å"pro-life† believe that women should not have an abortion because it would be considered murder,†¦show more content†¦While Americans long have been split on the general question of abortion though a majority do believe it should be legal in at least some circumstances, a number of polls show that a majority of voters oppose abortion after 20 weeks† (Sneed). The republicans ha ve proposed a bill that bans abortion after twenty weeks, if a person were to have an abortion after this time period it will be considered illegal and there will be consequences. If a woman was raped and got pregnant if she does not wish to have the child according to the new law being proposed, that said woman has to report the rape to the police and then she can proceed with the abortion. As stated by the article, â€Å"Abortion rights supporters counter with polling that shows voters are more supportive of abortions after 20 weeks in cases of fetal abnormalities†(Sneed). In some extreme cases a few people believe that abortion should be allowed after the twenty week time period has passed, for instance in situations where it’s not safe for the fetus and or the mother to continue with the pregnancy, or if the baby will have some sort of birth defects. All republican presidential candidates and those considering to join the presidential candidate race are all support ing the twenty week abortion ban. Americans have been clear that they do not want politicians to interfere with their health care decisions. Meanwhile