Differences between Buddhism and Taoism

Differences between Buddhism and Taoism Asian belief systems do not closely relate to Christian mentality. Their terms sound foreign and mystical to us. Yet Asia has several very distinct worldviews that deal with life, death, and sin in its own peculiar fashion. Two of the most prominent are Buddhism and Taoism. They are intricately woven into the history of Asia. But if we look deeper – those ideas may have had a certain impact on how we perceive the world as well. What do we know about the Asian worldview except for what we usually see on popular TV? Of course, we do possess some vague notions of Asian spirituality—the importance of meditation and the positive impacts of mindfulness. No wonder the two most common Asian philosophies, Taoism and Buddhism, are often consequently mixed together because both dwell of these practices. But in reality, those are two very different trees that just have some intersecting branches. Which religion does not speak about immortality after all? History of Buddhism and Taoism So what is the first difference between Taoism and Buddhism? Let us look into their past. Though both religions have emerged around 5–6th century B.C, they have evolved under different circumstances and in different areas: one in China, the other—in India. Chinese lore considers Lao Tzu, a respected philosopher, to be the founder of the religion. This honored man lived and worked as a state librarian around 5–6 century B.C. He was interested in studying life and natural events around him. With time, he came to an idea that harmony and balance are crucial things that keep our world going. People’s selfishness, greed, and corruption are dangerous because they destroy everything. Modern researchers consider that Lao Tzu was not the real founder of Tao; in Tao Te Ching (â€Å"The Book of the Way†), he has described some already known beliefs using beautiful poetry (Robinet, 1997). Taoism very quickly gained popularity. It was at its peak during the Chinese Tang dynasty. Later, its influence went downhill. As Buddhist monks came to the state, the battle between Taoism vs Buddhism began. But Tao, or the Road, still has significant cultural influence in China even in our day and age. It is obvious even for a casual observ er—just see some fantasy Chinese TV series. Buddhism has also emerged around 5 century B.C. in India. Its founder was a prince, not a simple philosopher. His name was Siddhartha Gautama. He was a son of a small-state Rajah in Eastern India. His life had a drastic turn after he suddenly had his revelations about the world and fate—he left his palace to become a traveling teacher and soon gathered followers. He is said to have reached his ultimate goal—Nirvana after death. Consequently, his followers began calling him Gautama Buddha. When the founder of Buddhism had passed away, many new branches of Buddhism were developed. They spread quickly conquering India, China, and even Southeast Asia. Both religions soon became powerful in their own right. In some countries, both belief systems coexisted peacefully; in others, for instance, during the Joseon dynasty in Korea, Buddhism was sometimes persecuted. The Buddhism vs Taoism competition never really subsided in other countries as well. Main Concept of Taoism and Buddhism Depending on how you look at both religions, they are similar and not at the same time: the focus is on the soul rather than the body; afterlife and reincarnation are important in both; the goal is to achieve immortality; meditation and righteous life are vital. Still, a Buddhist views life very differently from a devout Taoist. The complex path of Buddhism Prince Siddhartha once realized: life is suffering. Emotions, desires, and selfishness lead to it. Illnesses are also an inescapable part of life. All living beings go through the cycle of life. The soul gets born into a new body that grows, gets ill and dies. Then it gets reborn again, unable to escape the Samsara—the wheel of reincarnations. The ultimate aim is escaping this ever-cycling existence. Buddhism has instructions: learn four noble truths while strictly following a Noble Eightfold Path. What are the eight roads that form this complex path of the Buddha? Here they are: Knowledge. There is only one proper way of learning. Only this correct knowledge would help a novice understand those four noble truths. Intention What we think and feel is crucial. Adverse emotions such as hate, greed, or envy, have to be suppressed. Desires are also a bad influence. A quiet, peaceful life without violence is the proper goal. Speech Words can harm. So it is important to remember their power. A virtuous person never pronounces anything harmful or aggressive towards people. Behavior There are several acts that no follower of Buddha is allowed to do: killing, stealing, drinking alcohol, forcing sex, and lying. Honest work. Despite Buddhist monks being traditionally poor without any desire for riches, regular Buddhists can earn money. But they should gain their wealth through legal means. Legal also means completely moral. Strength of will A traveler that steps on this perilous path needs a strong will. It is undoubtedly hard to suppress emotions and desires without a certain inner strength. Mindfulness. This is a crucial concept for many practices in the East, not just the teachings of Buddha. Mindfulness means being aware of all that is happening around, both inside and outside the body. A mindful person sees everything objectively, without bias. A clear mind becomes one’s power. Concentration. We have finally reached the last aspect. It is hard to achieve all of the above goals without proper focus and concentration. Correct concentration is achieved through practicing meditation. During meditation, ones mind clears all superficial things. As a result, one’s spiritual strength slowly grows. Nirvana shines at the end of the tunnel of suffering. Here lies freedom from Samsara—together with immortality. Taoism and Harmony Another crucial difference between Taoism and Buddhism lies in how they fashion their metaphorical paths. Unlike Buddhism, Tao is a more straightforward and optimistic. While Nirvana is the end to suffering, Tao leads to an increase in the goodness and balance in our chaotic world. There are inner good qualities in everything and everyone initially. The meaning of Tao is not only about goodness and balance, though. This term also means the origin of the world. The present world is complicated, so the road to it is also difficult. To walk this way means to be following the ultimate law of all living beings. Each person has to figure out how to achieve harmony themselves. It wasnt initially so hard. Everything was simple before humans with their emotions came about. But when humans make an effort to right the world’s precious balance, they become one with the slightly appeased universe. The fact that they also gain immortality for their own souls should not be forgotten either. Important Beliefs Further investigation reveals how different the views of those two philosophies actually are. Reincarnation One of the recurring similarities between Buddhism and Taoism is both religions believe in life after death. All souls undergo transmigration—they leave their old bodies for new ones. This process is also known as reincarnation. Life does not end with death. Any life is just a stage in an endless circle of being constantly reborn as a new living being. But though this particular idea is common, the explanations differ. In Taoism, immortality is the intrinsic quality of any soul. It is powerful, can cross time and space (Difference Between, 2010). That is why it gets reborn from body to body until Tao if finally achieved. There is hidden goodness, an inner light in everyone. It is a natural guide. The one who follows it makes themselves and their world better. The mind gets free of all evil influences. This way Tao is reached successfully. The belief of the Buddhists is different. They view reincarnation as a part of eternal suffering connected with Samsara. Nirvana is the final state of it. Moreover, there is no guarantee that the soul of a human would be reborn as such. Depending on one’s actions—karma—a soul can be reborn as an animal. Good deeds can prevent this, while evil ones increase the likelihood of one being reborn as a worm or a fox. There are three stages of transmigration, according to this system. The first stage is hell. It is populated by souls who refuse to accept Buddhist teachings and forgo everything that those teachings stand for. You get to be reborn as an animal at the second stage. A soul that used to do something decidedly evil would transmigrate into animal forms. Unlike hell, at this stage, a soul can slowly acquire human-like features. It has a chance to be reborn as a human in a while. If the spirit practices chastity and subdues selfishness and lust, its fate can change. It reaches the final stage where it would initially go through multiple spiritual shifts. But with practice, not only would it be reborn as a human—it would have a chance to attain Nirvana. The concept of action, or karma, is central to these ideas. What your soul was doing in the past determines your present life. And what you are doing now can determine how your next reincarnation lives. Such actions are not always physical, even thoughts and words can influence what you are reborn into. There is no fate; only certain consequences of how we go through our lives. Taoists also believe in karma, but they have rituals and practices that are supposed to â€Å"clean† it. Buddhists have nothing of the sort. Health Mentality affects the perception of health and treatment. Tao and Buddhism agree on that, but their approaches differ. For pupils of Prince Gautama, illness is just a part of the general suffering that is life. There are two ways to fight it. For some, meditation can become a tool to pinpoint where the problem stems from. Concentration can help in understanding one’s body and environment (Knierim T., 2010). It is quite possible that by doing good deeds, a person can get better naturally. Second, Buddhists allow using medicine. As Buddhists abhor killing living things, they use only natural, herbal medicines to treat people. Taoists in their turn do not view illness as a normal part of life. If someone is ill, it means that their body is just broken somehow. In the natural world, there are two opposite forces: Yin and the Yang. The balance of those two forces forms our world. If the Yin-Yang pair is out of balance, it influences Chi—the inner energy of the body. It can stop circulating around the body and stops in some particular place. Treating illnesses means restoring normal Chi and balance. Have you heard of Tai Chi? This practice directly stems from these ideas, as its main idea is exactly about finding harmony between energies. Marriage The marriage of two souls is a direct consequence of trying to balance everything in the Taoist worldview. Here, a woman is Yin, and the man is Yang. When Yin and Yang meet, they create harmony. To be married is to follow Tao and create a new future road—for marriage also means children. A harmonious marriage is as important as harmony in nature. It is best to avoid conflicts between spouses. Both should be calm, loving, and have respect. Care for each other is essential. Partners should sincerely accept each other by forgetting pride and selfishness. No marriage can be viable without both sacrifice and mutual support. For a regular Buddhist, marriage is not particularly necessary. Marriage is important mostly because sex outside of matrimony is considered a sin. Still, marriage has its own purposes. First is procreation. Having children is important not only for an individual couple but for society as a whole. Children support their parents. Family traditions are important as well (Gamage C., 1998). A second purpose is to satisfy all of one’s five senses. In a successful marriage, both partners possess several essential qualities. First, both need to have faith—they have to understand and believe each other. Three other qualities—virtue, generosity, and wisdom stem from this first requirement. We have covered many aspects of the two main Asian worldviews and found a lot of vital differences, as well as some striking similarities. When a Buddhist and a Taoist look at life—they see opposite things. For one person, it is all suffering; the other sees creation that once was perfect, then just stumbled out of balance. Immortality here is not a real goal. It is just a method for making everything better, one soul at a time. A believer in Buddha frees the world from themselves altogether. The one who follows the shining inner path of Tao wants to return the Earth in its initial balance by making themselves worthy.

Free Essays on Child Labour

Child Labor in the Philippines Exploitation of child workers continues in the Philippines due to the inefficiency of the policies to protect child labor. All people were born with rights. Children are people too; so, children also have rights. These rights are violated through child labor. Child labor is defined as, â€Å"the employment of a child in a business or industry especially in violation of state or federal statutes prohibiting the employment of children under a specified age.† Obviously, it has become a rigid social problem the world over, specifically in third world countries such as the Philippines where child labor is widespread. I will be tackling the cases of child laborers, specifically in the city and in provinces of the Philippines. And as for it being one of the social problems existing in the country and worldwide. The essay focuses on this; it is a known fact that the disadvantages outnumber the advantages of child labor. The purpose of this study is to present the rapid growth or incr ease of child laborers in the Philippines. Another would be to discuss the effects of child labor to the family, and to the economy. Lastly, to cite ways on how to stop child labor. Child labor first appeared with the development of the domestic system. In this type of production an entrepreneur â€Å"bought raw materials to be put out to the homes of workmen to be spun, woven, sewn, or handled in some other manner.† This permitted a division of labor and a degree of specialization among various families. Pay was by piece, and children were extensively used at whatever task they could perform. â€Å"This system was important in England and in North America from the sixteenth to the eighteenth century and it lingers up to the present in some industries and, in some countries† including the Philippines. The kid who is coerced to beg on streets and helps make money for professional beggars. The child prostitute who helps by the touri... Free Essays on Child Labour Free Essays on Child Labour Child Labor in the Philippines Exploitation of child workers continues in the Philippines due to the inefficiency of the policies to protect child labor. All people were born with rights. Children are people too; so, children also have rights. These rights are violated through child labor. Child labor is defined as, â€Å"the employment of a child in a business or industry especially in violation of state or federal statutes prohibiting the employment of children under a specified age.† Obviously, it has become a rigid social problem the world over, specifically in third world countries such as the Philippines where child labor is widespread. I will be tackling the cases of child laborers, specifically in the city and in provinces of the Philippines. And as for it being one of the social problems existing in the country and worldwide. The essay focuses on this; it is a known fact that the disadvantages outnumber the advantages of child labor. The purpose of this study is to present the rapid growth or incr ease of child laborers in the Philippines. Another would be to discuss the effects of child labor to the family, and to the economy. Lastly, to cite ways on how to stop child labor. Child labor first appeared with the development of the domestic system. In this type of production an entrepreneur â€Å"bought raw materials to be put out to the homes of workmen to be spun, woven, sewn, or handled in some other manner.† This permitted a division of labor and a degree of specialization among various families. Pay was by piece, and children were extensively used at whatever task they could perform. â€Å"This system was important in England and in North America from the sixteenth to the eighteenth century and it lingers up to the present in some industries and, in some countries† including the Philippines. The kid who is coerced to beg on streets and helps make money for professional beggars. The child prostitute who helps by the touri...

The Value of the Internet for Terrorists - ALQAEDA Dissertation

The Value of the Internet for Terrorists - ALQAEDA - Dissertation Example It considerably extends their ability to manipulate the ways target audiences perceive them and to stage manage not only their own image, but also the images of their enemies. Although, for many groups, their target audience may be small, an Internet presence is nonetheless expected. Regardless of the number of hits a site receives, a well-designed and well-maintained Web site gives a group an aura of legitimacy (Conway, 2005). The Internet can serve as a mass media tool for the terrorist's such as TV or radio, newspaper or journal. Through web, worldwide broadcast can be made of events, in their original and uncensored form. Although a few filters at a few sites, chat rooms, websites, and bulletin boards are generally uncontrolled. This climate is ideal for an fund starved group to explain its actions or to offset both internal and international condemnation, especially when using specific servers. The Internet can target sympathizers as well as true believers with different messages, oriented to the target audience (Thomas, 2003). While the danger that cyber-terrorism spread through the Internet is today frequently debated, precious little is known about the enormity of the threat posed by such abuse of the Internet. The Internet has been converted into a forum for terrorist groups and individual terrorists, both to spread their messages of hatred and violence and to communicate with one another as well as other sympathizers (http://www.adl.org/ , 2006). The apparent virtues of the Internet-ease of access, lack of regulation, a vast potential audiences, and fast flow of information, among others, have been turned to the advantage of groups committed to terrorizing societies... As the paper declares the Internet can serve as a mass media tool for the terrorist’s such as TV or radio, newspaper or journal. Through web, worldwide broadcast can be made of events, in their original and uncensored form. Although a few filters at a few sites, chat rooms, websites, and bulletin boards are generally uncontrolled. This climate is ideal for an fund starved group to explain its actions or to offset both internal and international condemnation, especially when using specific servers. The Internet can target sympathizers as well as true believers with different messages, oriented to the target audience. According to the research findings while the danger that cyber-terrorism spread through the Internet is today frequently debated, precious little is known about the enormity of the threat posed by such abuse of the Internet. The Internet has been converted into a forum for terrorist groups and individual terrorists, both to spread their messages of hatred and violence and to communicate with one another as well as other sympathizers. The mass media, policymakers, and even security agencies while focusing on the proliferating threat of cyber-terrorism, have paid insufficient attention to the more routine uses made of the Internet. These uses are numerous and, from the terrorists' perspective, an invaluable tool with infinite possibilities. It is imperative that the security agencies continue to improve their ability to study and monitor terrorist activities on the Internet, and explore measures to limit the usability of this vulnerable medium by modern terrorists.

Questions to solve belongs control and instrumentation Coursework

Questions to solve belongs control and instrumentation - Coursework Example . The characteristic equation will be  The critical gain of the system indicates the stability of a closed loop system developed by applying unit feedback to (Klee & Allen, 2011). The gain margin represents the increase or decrease needed to make the loop gain where the frequency is -180 degrees. Discreet time systems are characterized by difference equations. Examples of these are economic systems where the system behavior is recognized at discrete points of periods (Liu & Wang, 2012). Conversely in the system, some of the signals are continuous while others are discreet. Some discreet time signal arises from the continuous signals via sampling. Digital computers accept signals on discreet points of period so that samplers transforms continuous time signal into discreet time signal. i) The derivative control increases the damping of the system. The derivative term also increases the present noise which can easily cause instability. Assuming the functions of closed transfer are outlined as shown, The integral affects the gain of low frequency and alters the frequency where proportional factor becomes more effective. It would be best to raise KI, but when it gets higher a more negative stage is introduces in the range at a place where the servo bandwidth results. This lowers the phase margin of servo, causing ringing and overshoots. As shown below Ziegler Nichols and Modified Ziegler Nichols are tuning methods for PID. Ziegler Nichols uses the procedures of selecting proportional controls alone, increases the proportional gain until instability is attained. In addition, it measures the oscillation period to come up with critical time constant. For certain control loops the oscillation measure, offered by  ¼ decay ratios and their large overshoots for point alterations are not desired therefore, the modified Z-N is used (Olsson, 2002). The Z-N method does not give the final solution when compared to the

Psychological Assessment Model Essay Example | Topics and Well Written Essays - 500 words

Psychological Assessment Model - Essay Example Moreover, if skilled clinicians could each independently assess several of the same clients, they should arrive at differential assessment conclusions appropriate to each client. In any case, clinicians should make accurate, comprehensive assessment decisions regardless of (a) their cultural backgrounds, (b) the clients cultural background, and (c) the complexity and nature of the presenting problem(s).† One social and psychological variable, among many others that must be taken into consideration, is culture. Unfortunately, this variable is usually mishandled or overlooked in the process. According to Ridley, Li, and Hill (1998, p. 1), â€Å"Culture is one such variable that permeates human experience. It affects the way people label illness, identify symptoms, seek help, decide whether someone is normal or abnormal, set expectations for therapists and clients, give themselves personal meaning, and understand morality and altered states of consciousness. Sometimes clinicians give culture too much credence in assessment, resulting in their overlooking or underdiagnosing of psychopathology, or they may not give culture due consideration, resulting in their overdiagnosing of psychopathology.† One of the most challenging aspects of dealing with culture when it comes to mental health professionals is deciding whether a person of a particular culture is abnormal in general or if they are considered abnormal within their culture. As a result, culture must be incorporate into psychological assessment. Most clinicians are not properly trained to assess multicultural clients in the current situation at mental health facilities. This is particularly a problem because accurate assessment is crucial in helping an individual in need. Mainstream assessment methods have even been found to be dangerous to multicultural individuals and groups (Spengler,

Schools Meet The Holistic Needs Of Every Child Education Essay

Schools Meet The Holistic Needs Of Every Child Education Essay Schools and teachers, in my belief, act as in loco parentis, which means that they take over all the responsibility of the child as a parent. Under The Children Act (1989) and The Health and Safety at Work Act (1974), teachers have a duty of care towards their pupils. Although, this does not bind them to have parental responsibility, teachers are expected to promote the welfare and wellbeing of children in their care as any responsible parent would do. In doing so, a teacher ought to be aware of the holistic needs of every child. This does not only include academic needs but physical, mental, social and emotional aspect as well. Ideally, the aim to meet these requirements should be reflected through the schools polices and the adaptability towards different approaches throughout the school. Before analysing my subject in detail, I would like to explore my subject in context of Maslows Hierarchy of needs starting from physiological as the basic requirement building gradually to the psychological elements of concerns. (Maslow, A. 1987) Many schools, according to the demand of the children, provide extended school provisions such as breakfast clubs to meet basic physiological needs. Moreover, as statutory framework for EYFS (2012) emphasises on the provision of healthy meals, snacks and drinks as necessary and fresh drinking water being available and accessible at all times. The psychological aspect covers mainly the mental, emotional and social needs. These are generally met according to the criteria set by different schools i.e. their policies and approaches. Its effectiveness however, depends on the implementation of these approaches throughout the school, within the classroom and towards an individual child. As it is not possible to cover all these aspects of concern, my focus in this essay would be on social needs of an EAL child in a classroom. In order to evaluate my subject, I will be using examples from my previous school experiences in school B. Being larger than an average primary school; every year a reasonable number of children join school B with no exposure to English. Looking into the school policies and approaches; I will explore its relation to the classroom environment and its impact on that particular child. My aim will be to produce an evaluation based on evidence and critical analysis of effectiveness of schools policies with supporting evidence throughout. As school Bs policies (appendix 1) strongly advocate the idea of individuality and being inclusive, hence providing a social friendly environment for its pupils. Their mission statement, every piece of puzzle is needed to complete the whole picture and celebrating success together is a true representation of their policies. (School website, online) Many of these policies are highly influenced by government documents such as, Working Together to Safeguard Children (DfES 2006) and Bradford Safeguarding Children Board Procedures (2007) as mentioned in their policies (appendix 2). In addition, various national initiatives have been taken into consideration along with these policies, which has moulded the ideology of the school B. A very recent example of which is the Every Child Matters (DfES 2003) initiative which focuses on the basic individual needs of children. Although, ECM is not a legal requirement for schools anymore, its principles are still deeply embedded in the school in the form of a program Every Child Counts. The key areas that ECM covered were generally about safety, integrating locally, regionally and nationally and to be able to make a positive contribution in society. Other than that, Pugh, G. (2006) highlighted that there was a stronger focus on parenting and families as a part of an ECM factor that enabled many schools to develop connection between the school and the community. Considering these elements, school B established strong terms with the parents by encouraging their participation in school activities. This was done by inviting them in school assemblies and other celebrations throughout the year. Having this open door policy, parents/carers and local agencies were welcomed to visit the school at all times. This interaction not only helped school to identify individual needs but also helped parents/carers to develop a healthy relationship between the school, teachers and the pupils. I believe that this relationship plays a vital role in the childrens development as a whole. Pollard (2005), on the other hand, perceives an even deeper meaning to this relationship. This perspective on parents/carers is one that views them as partners with teachers in their childrens development, with parents/carers and teachers in regular contact. (Pollard, A. 2005) Apart from that, the social and emotional aspect of learning known as SEAL is one of the most emphasised programs in school B. This program is a whole school approach to promote effective learning and positive behaviour by supporting social and emotional skills of individuals (DfES 2005). The competences of SEAL has not only shaped the general ethos and environment of the school, but is also deeply embedded in the teaching of these skills within the classroom. This is done by implicating its elements into the curriculum especially through PSHCE, where these needs are addressed in a more assertive manner. Although, PSHCE is not statutory, it is still a very integral part of the curriculum, which reflects the ideology of school B towards social and emotional wellbeing of every child. As school B signifies the importance of inclusion, the general feel of the school is very welcoming to the EAL pupil and parents. Schools motto, greetings and instructions throughout the school are translated into different languages to create a socially friendly environment. To meet the needs of EAL pupils academically, school B has assigned a language support team which not only provide these children with extra guidance throughout the curriculum but also equip them with the a basic tool of language to socialize. However, the success of these policies depends on the teacher to adapt them according to the needs of children and to develop a well structured approach to address them appropriately. In doing so, the teacher in classroom 1 of school B, emphasises on being inclusive and active participation of every child in the classroom. In order to do that the teacher has adopted various methodologies to meet the social needs of the classroom in general. Basic socializing skills like listening, speaking, empathising and collaborating with other pupils are encouraged at all times within the classroom. By making children talk in pairs during the lesson, making small groups to carry out various tasks and through introducing purposeful games within the lesson, these skills are embedded in their daily routine. In realizing the need to develop social skills amongst pupils, the teacher in classroom 1, encourages discussions and expression of ideas in every form. She organizes activities around the curric ulum such as role play and drama. This in turn, encourages children to share different ideas and develop them together in collaboration (Chilver, P 1982). These activities provide a platform for EAL students to express themselves openly, hence enhancing their confidence in classroom participation. On the other hand, this approach enables rest of the class to develop an understanding amongst each other which helps to remove any social barriers between them and EAL pupil. These implications in my opinion, supports children specially EAL pupils to access learning by creating a responsive environment. Although, schools and teachers are working very hard to provide a purposeful environment for children, its effectiveness depends on how every child benefits from it. As social needs of individuals could differ remarkably from one person to another, they are addressed in a more personalized way in classroom 1. To elaborate my point, I will refer to a case of child A in this classroom, who was new to English and had joined the class in the middle of the year. Being, relatively new to the country and to the language, child X found it increasingly frustrating to participate in class activities. Seeing his discomfort, the teacher appointed a boy from a similar cultural background to accompany him in the classroom and in the playground. This technique, in my point of view, worked effectively in helping child A settle into the classroom. The fact that the child he was paired up with was from the same ethnic background, created a friendlier and more comfortable environment for child A as he was able to communicate with him conveniently. However, this should have been even more useful if the child A was later on paired up with another child with a completely different background. Having this experience could have expanded his understanding of the society, thus developing his social skills. Realizing that the language barrier was a hindrance in child As progress, he was provided with extra help from the EAL support team. As a part of his daily routine, child A was sent out of the classroom for the language sessions with the support teacher during the English and phonics lessons. As this approach was introduced to enhance his language development, in doing so it excluded him from the learning environment and the overall classroom experience. To my understanding the school policies in this case, did help to recognize the specific requirement of child X and provided him with an exclusive support to meet his needs. On the other hand, it also took away the opportunities to experience an inclusive learning environment which I believe is a basic right of every child. Although, I do take into consideration the point of view that this practice was essential for child X to provide him with the basic understanding of the language. However, similar sort of support could be provided within the classroom by differentiation and one to one guidance. To provide an inclusive learning environment, other lessons were adapted by providing extra visual aids to encourage child As classroom participation. The activities were differentiated throughout the lessons for child A by encouraging the use of ICT to help develop his listening, speaking and reading skills. Provision of an adult support in the classroom, assisted him throughout the lessons to improve his understanding. As the school policy emphasises on adaptation of SEAL, its implications could be seen during the PSHCE lessons in classroom 1. Part of the lesson was incorporated into a whole class activity to encourage social interaction. Even though, execution of the lesson was very effective in addressing the social needs in classroom, in my opinion it did not attend to the requirements of child A. Looking into school Bs policies mentioned above, it could be seen that many are heavily influenced by the government. Basic school policies such as health and safety and child protection are legal requirements for every school to provide. Other than that the national initiatives such as ECM, in my belief plays a very vital role in identifying individual needs and to address them effectively. As it is seen that the principles of ECM initiative are deeply rooted in school Bs policies and is reflected through the provision of interventions throughout the school. As looking specifically into the social needs of EAL, I discussed earlier about the introduction of language support group within the classroom. The purpose of these interventions is to target the specific needs of every child hence, following the ECM agenda. I believe that a particular need of child X was addressed through the intervention; however, in doing so it failed to address his needs holistically. It is seen that the interpretation of school policies is well conducted in the classroom B through the class rules, general environment and discipline. Katherine Weare (2000) in her point of view explains the implication of school policies in an affective way. Social and affective education need to be tackled in a way that suits the nature and ethos of each individual school, and be adapted by individual teachers to fit their own style of working. (Weare K. 2000, pg.36) A similar, outcome is extracted from the above study which insinuates that meeting the holistic needs of a particular child depends on how the teacher implicates her ideology into practice. In my opinion, school Bs policies did influence the general understanding of the teacher in classroom 1. However, it was the teacher rather than the school policies, who contributed the most towards meeting the holistic needs of child A. By looking into my past experiences through this essay, it has made me realize that more than school policies; it is the teachers beliefs that make a difference in a childs life.

Different Deaths in Death Be Not Proud and Do Not Go Gentle Essay

I feel uncomfortable making comparisons because a successful work of art, whether it is a poem or a painting, has to be judged on its own merits. â€Å"Death Be Not Proud† and â€Å"Do not go gentle† are both great poems, by two poets with different philosophic outlooks and different ways of looking at the world, written at different times, and in different styles. On the surface both these poets seem to be talking about the same things but a careful reading of the poems show that their views differ in both substance and in style. John Donne was a metaphysical poet of the early 17th Century, a clergyman, the Dean of St Paul’s in London (WikiSource). The label â€Å"metaphysical† was attached by the critic Dr. Samuel Johnson to a group of 17th century poets who shared a common style: they employed wit, subtle argument and linked our ordinary life to the eternal, â€Å"looking beyond the palpable† (Lukà ¡cs). Dylan Thomas was a mid-20th century Welshman, who worked for the BBC and drank himself to death before he turned forty. Apart from great poetic talent, there is little in common in their poems. John Donne writes about death. In fact he addresses death directly: Death be not proud, you are neither mighty nor dreadful, you do not really kill: â€Å"One short sleep past, we wake eternally/ And death shall be no more; death thou shalt die.† (Donne) The poem expresses a defiant faith in the hereafter and in resurrection. Death is cut down to size with simple but powerful arguments. Dylan Thomas’s poem is not about death but about dying; it is not an argument-based poem but an emotionally-charged poem, wordy and repetitive. The repeated phrases increase the impact of the emotion on us: â€Å"Do not go gentle into that good night† an... ...h but about loss. So perhaps modern poets tackle death indirectly. The modern sentiment that is acceptable is friendship and love; to mourn a friend (or a father) is therefore acceptable. This way, modern poets slide past the death problem. Works Cited Auden, W.H. â€Å"Stop all the clocks.† 1936 Brooke, Rupert. "The Soldier" London: Sidgwick & Jackson, 1915. John Donne.19 November 2007 Madden, Frank. Exploring Literature. New York: Pearson, 2007. Donne, John. â€Å"Do not go gentle† pps.1238-1238. Madden, Frank. Exploring Literature. New York: Pearson, 2007. Thomas, Dylan. â€Å"Death be not proud† McGough, Roger. â€Å"Let me die a young man’s death† Penguin Modern Poets. Vol 10. London 1972. Metaphysical poets. 22 November 2007