History Education in Primary Schools Essay Example | Topics and Well Written Essays - 2000 words

History Education in Primary Schools - Essay Example The pedagogical imperative of such historic education was to harbor conformity, rather than the modern notion of enabling critical though. 1 Colonialism and the World Wars brought about a change in how history would be taught, especially after Education became the state’s function. The emphasis then shifted towards a nationalistic approach of teaching history, what we term as propaganda. We now we live in an era where history is studied in a global context, with the supplementary aim of creating a sense of multiculturalism and diversity. Among the roles of history education, especially in the current context of increased cross cultural interaction, the role of History Education includes: 2 Schools as Social transmitters Promoting active Citizenship Making History Real Promoting Positive Values The same study suggests that debate on the role of history education usually occurs on: Nature of truth Tempering truth Avoiding Moral Relativity While the methodology and focus of histo ry education might be a matter of debate, the importance of this area of study remains uncontested, particularly from a functional aspect. FOCUS OF HISTORY EDUCATION: The focus of history education has often been a matter of debate between politicians and the academia, the crux of which has primarily been the purpose of teaching history. Politicians like the British education secretary, Michael Gove3, claim that the purpose of history education is to inculcate a sense of nationalism in the students so that they are in touch with their political and cultural roots. A score of policy makers believe that the history currently being taught in schools deviates from important British history and is more inclined towards European history and global events. This would obviously imply trimming and framing the curriculum with selected facts and information that would reinforce patriotic sentiments in the targeted students. Academians like Dr Marcus Collins, of Loughborough University, claim t hat such a selective approach of history education is reminiscent of a subtle form of propaganda, that has been a feature of undemocratic nations. This school of thought believes that the most pressing issue with history education isn’t the curriculum, but the amount of time that is devoted to teaching history. Where history education should be made compulsory to higher levels of education, policymakers are bent towards further curtailing the time that is allotted to teaching history. If this notion is translated to educational policies, then history education will indeed become impotent in imparting the necessary analytical skill set it sought out to cater to. It is believed that British history cannot be isolated from European history as much of Britain’s political activity took place beyond its borders, across continents. This debate is part of the government’s frustration over the liberal academic approach that is prevalent in schools, citing a lack of focus and discipline as major issues. As a consequence, the government4 has erected a new program where military officials will be planted as teachers in school to maintain decorum and cement a more focused approach to teaching with the notion of the ‘

Heliotrope Medical Devices (HMD) Case Study Example | Topics and Well Written Essays - 1750 words

Heliotrope Medical Devices (HMD) - Case Study Example In addition, the Mobile robot permits application of an insertion method that enables outpatient cardiac surgery. The models in these experiment used suction to sustain pretension of the heart while the locomotion was aided by a wire-driven actuation. Also a digitized fiber scope presents visual feedbacks to the general practitioner, who gearshift the heartlander through joystick interface in various samples to determine the control process. The original model exhibited progressive prehension , locomotion and turning on bare chest, thumping pig hearts having excess pericardiums .This work exhibits a control process for producing the heartlander component which requires special attention during production. Abstract Table of contents Background information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Objective †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 Literature review †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 Robot Assisted cardiac Surgery †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 Methodology †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 System requirements †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Design implementation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 Testing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Findings and discussion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.12 Conclusion and recommendation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 Reference †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..15 Appendix 1: Calculation to test one finding Appendix 2: Calculation to test two finding BACKGROUND INFORMATION Cardiac surgery is an intervention on the heart or other significant vessels carried out by cardiac surgeons, in most cases it is performed to treat issues related ischemic heart disease. In the recent past, application of minimally invasive methods has turn out to be the main objective in cardiothoracic surgery since there a need to do away with morbidity related to sternotomy. Sternotomy refers to the bisecting of the sternum in order to expose the ribcage which gives the surgeon easy access to the heart and it majorly obviated by use of endoscopic minimally invasive surgery(Tendick et al 2003). This practice employs minute cameras and tools placed at distal ends of rigid shafts placed through miniature incisions between the ribs (figure 1). By use of endoscopic tools, the surgeon is in a position to convey the equipments to the operative site instead of exposing the patient to render the operative site to the tools. These mainly reduce movement in surgical process since the major pain and disability witnessed by the patient is as result of accessibility rather than the process itself. Figure 1 Nevertheless, the initial handheld endoscopic equipments had various setbacks that limited the implementation of minimally invasive methods for most surgical procedures. These drawbacks included: decrease in dexterity,

Project Management Report Essay Example | Topics and Well Written Essays - 2250 words

Project Management Report - Essay Example In this regard employee training is an extremely imperative trend that has recently grasped a great deal of attention in the corporate world. Business leaders like Accenture Ltd. and Macquere Bank have specifically focused on educating their employees, in the meantime a number of firms that provide training facilities to businesses have also developed, thus creating an entirely new faction of organizational structure, that is, Human Resource Management. Technological Advancements and progress in Information Technology have made computer proficiency a requirement of the modern business. These developments simultaneously entail employees to be skilled in IT in order to effectively compete for career improvement. With the above objectives in sight a Postgraduate Professional MIS course was designed to train IT consultants the art of Systems Development and Mechanism so as to enhance the IS efficiency within the organization and to simultaneously reap advantages through research and development. The Project designed under the title of 'Organizational IT Change (OTC)', is an eighteen-month comprehensive training course. OTC has been specifically developed to address some extremely important aspects of current corporate requirements. It will comprise of coaching in the following modules OTC would involve a provision of compl... OTC would involve a provision of complete theoretical knowledge pooled with practical exposure and a close analysis of the recent patterns of IT development in the industry with a particular emphasis on research and consultancy. The project would aim not only at developing the technological skills of the individuals but simultaneously nourishing their communication and critical expertise so as to enable them to effectively apply the abstract knowledge to realistic circumstances. Classes for the course would be held within the organizational premises while the lecturers will be outsourced from some of the leading universities in the Computer Science Departments. Accenture Limited has also been contacted and we are expecting a regular supply of Guest Speakers who would frequently relate the growing trends and IT solutions to employees. Project Scope OTC was the result of a detailed analysis and was gauged on the basis of SMART objectives before outlining its final design. It was extremely vital to design a specific, tangible and measurable scope in order to clearly define the deliverables to the stakeholders and to facilitate a successful achievement of the objectives. OTC has been specially designed for skilled IT professionals who are at least acquainted with the fundamental IS knowledge and possess a bachelor's degree or under any circumstances a minimum diploma in Information Systems. For the function of testing the capacity of the employees has been fixed to twenty initially and these individuals will be entirely selected from the IT department. A basic 20 minute test would be conducted to serve as the source for selection. The purpose of OTC is to convey skills that enhance the system designing and development

Bodhisattva in relation to a discussion of love in Buddhism Essay Example for Free

Bodhisattva in relation to a discussion of love in Buddhism Essay In chapter three of â€Å"Dimensions of Love: East West† by James A. Mohler, titled, â€Å"When he (Bodhisattva) exerts himself for the good of others, he should be filled with love and love alone without any admixture of self-interest†, we see how one who has set out on a quest to become a successful Bodhisattva must incorporate love for others (Mohler, 1975). The very soul of the Bodhisattva is devoted to the spreading of love in his fellow men. In the coming paragraphs, light shall be shed upon the intricacies involved in the responsibilities that one finds himself subjected to when he chooses to travel on the path of the Bodhisattva. The analysis performed shall be in the light of the third chapter of the book as mentioned above while elaborating upon the various aspects of the Mahayana Bodhisattva. As we go along with the summarization and analysis of the article, we shall observe the factors that are of primary importance to the Mahayana Bodhisattva and what the life of the Mahayana Bodhisattva dictates. Karuna dictates a side of the code of conduct that Buddha presented known as ahimsa. It is no surprise that the presence of Karuna is in multiple religions and mostly in ones that originated around the same time as did Buddhism and Jainism. It is believed that this element of uniformity may have become prevalent as a result of the movement to discourage the growing bloodshed of that time. The essence of Karuna is to make sure that any element that can encourage or can potentially lead to the encouraging of harm is not promoted under any circumstances. Ahimsa is a unique method of resistance that is incorporated in Kural as well as in Buddhism and in all religions it remains an ideology that speaks of replying to adversity with a unique passive resistance that is composed of exercising good in reply to evil when subjected to evil. So much so that Tiruvalluvar suggests that since all souls are equal, hence pain inflicted by one upon another is nothing but pain inflicted on one’s self. This ideology revolves around the concept of â€Å"self-giving† According to Mahayana Buddhism, the ultimate achievement of inner peace is only possible once one has committed one’s self to serving others and the singular purpose of one’s life has become the spreading of love and peace amongst others. It can be seen how this approach results in the attainment of inner peace for one. The path of success for the bodhisattva does not revolve around any segment of society but unanimously declares that all segments of society, whether drenched in riches or dwelling in the bowels of evil, are to be helped in their journey through life and towards salvation. To the bodhisattva, his very existence makes him responsible to save the people in the world from misery and pain (Rinchen, 1997). Yet modern day religious scholars often argue that the degree of significance that Mahayana Buddhism places on Karuna down plays the element of intelligence. Not only is Mahayana Buddhism shown as an approach to life, but in Chinese Mahayana Buddhism, it is also given form and shape in the Goddess of Mercy Kuan-yin. Kuan-yin is a goddess of mercy in the sense that she looks down upon the world with sympathy for the less fortunate. So much so that according to an ancient Chinese proverb, it is believed that a goddess of mercy dwells in every home. In order to become a bodhisattva that is complete in his being, it is necessary to commit one’s being and one’s life to the bringing of peace and love to others. The bodhisattva is not one whose comprehension of the world around him is dictated by the degree of affluence or hardship that it holds. The bodhisattva is oblivious to such worldly factors in his beliefs and his world exists for the bringing of peace and tranquility to the worried and the pained around him. The bodhisattva does not differentiate between the beggar and the king and helps anybody who karma leads to him. They choose to stay indifferent of infatuation, loathing and recklessness in order to develop virtue within their being. Even the very prayer of the bodhisattva does not center around the person saying the prayer himself/herself but on the extent to which he can be of service to the people around him/her and lead them through the path to inner peace. The bodhisattva prays for the inner illumination of others once he/she has achieved it. The desire of the bodhisattva is only to bring others to the path of inner illumination and nirvana. In this quest, the bodhisattva does not refrain from undergoing any form of pain or discomfort. If the bodhisattva must, then he/she will gladly suffer through pain and torture if it can bring another person peace and tranquility. This aspect is dominant to such a significant degree that the bodhisattva does not even choose to give his family and his own being the comfort and the satisfaction that he chooses to ensure for those who come to him for help and assistance and for the enlightenment that he has achieved. The love of a mother holds monumental importance in the universe, and it is the nature of this very love that the Bodhisattva holds for all he beings around him (Beliefnet, 2008). To the common man, freedom and information are two of the most important elements of success in his life, however, to the bodhisattva, all these and similar elements remain little significance once he has achieved the complete incorporation of Karuna in his being. Needless to say, the bodhisattva feels the pain that the people around him feel and chooses to commit his being to the eradication of that pain. He considers himself to be of no more respect than the people around him and sees all the people as his equal. He does not consider his world in the perception of his own being but chooses to perceive it in the perception of the people around him. The two foundations of the perception that the Bodhisattva chooses to incorporate in his being are that firstly, he never treats people with bias or prejudice but chooses to treat everybody equally as he sets about to take away the misery and pain from their lives. Secondly, the Bodhisattva does not treat anybody in a way that they would not appreciate, but in a way that would make them comfortable and make them feel warm and welcomed in the discovery of their path to nirvana. Until and unless all the people in the world are relieved of the pain and misery that they suffer, the bodhisattva never accepts the ultimate blessing of nirvana even though it has been bestowed upon him. He believes that his true happiness will be brought by allowing the people around him to gain access to relief from suffering. He refuses to accept nirvana as his state of mind until he has eradicated pain and suffering from the world and he chooses to spend the entirety of his life in the pursuit of this quest. For the bodhisattva, the consuming of flesh is another matter upon which he exercises very rigorous rules. It is believed in ahimsa that the reincarnation of a man who consumes the flesh of other living entities will be in the form of carnivorous animals. Beliefs related to the discouraging of the consumption of flesh are the most strongest in eastern traditions like Jainism and Buddhism. The quest for taking away the suffering from all beings at the cost of giving away one’s own comfort is the most primary of priorities for the bodhisattva. The bodhisattva does not turn his back from hard times and does not feel scared of or threatened from adverse circumstances or situations that may cause any discomfort or harm to the bodhisattva. He is always willing to sacrifice himself so that others may have a better development of their soul. The bodhisattva vows and dedicates his life to fighting against all forms of pain, discomfort, evil and sin that plague the people of the world he has been made responsible for by the inner peace that he has achieved. To the Bodhisattva, the people who are spending their lives in the thirst for wealth and are engaging every instant of their limited life in the race to acquire worldly possessions and to satisfy worldly desires are people who are in the need of the Bodhisattva the most. It is these people that the Bodhisattva tries to save and tries to bring them to peace of heart and realization and achievement of nirvana. Hence, it is the singular presence of all of God’s creations that the Bodhisattva gives room to in his heart. His mind and heart continue to contemplate how he can be of service to the people who are ailed with the perplexities of the material world and are lost in the pain and misery that the world captivates them in. To the Bodhisattva, the only purpose in life is to bring deliverance to these sick souls. In this quest, the Bodhisattva is willing to sacrifice his life and his property if the time calls for it. Not only is the Mahayana Bodhisattva willing to sacrifice his very life but he does not refrain from sacrificing every possession that he holds to his name if he can rid somebody of pain and discomfort by doing so. A person who chooses to enter Mahayana Bodhisattva works on six aspects of his person (Essortment, 2008). These six aspects include that of generosity, ethics, patience, effort, concentration and wisdom. Generosity is a trait not very commonly found in human kind, the unselfish desire, to put others wants, needs, requirements and satisfaction before one’s own. One always searches for personal gain, a means to benefit oneself. But according to Buddhist teachings the potential to benefit ones self and by doing this, in turn benefiting countless others. This is the teachings of Buddhism, the need for self actualization in the form of selflessness, working for the good of others, concerning oneself with providing solutions for other suffering from the infliction of various situations. Ethics and moralistic virtue is one of the components of the 6 Perfections. Knowing the difference between right and wrong, good and evil and being able to hold a veneer of control over oneself, that is what Buddhism preaches. Patience corresponds to anger, and anger dominates a person’s actions in negative aspects. Therefore once again a veneer of calmness must at any cost take over the sensation of effused anger. Patience gives an aspect of happiness and peace. Effort is the driving force to achieve something this virtue is highly required to join the prestigious Bodhisattva. The reason for this is that in order to join, there are many virtues one must possess and if not possess then must procure within oneself, and for this relentless effort is required. Another key aspect that the Mahayana Bodhisattva spends time upon is Meditation. Meditation is the key for ultimate focus. Calm concentration helps one and heals others surrounding him. Distraction places a hurdle in focusing on things important, but meditation clears the mind of all else and focuses on what is required. Concentration creates clairvoyant abilities and provides focus on virtuous deeds. Besides mediation, knowledge and wisdom are the ultimate amalgamation of the other five perfections. To concern oneself in knowing taking precautions where necessary and controlling what when and where is the capability of wisdom. The Mahayana Bodhisattva believes that it is his purpose in life to ensure that the people who are happy always have smiles in their heart, that all the people who are plagued with disease find health and strength once more, that everybody finds the path to deliverance, that anybody who sets out on a journey reaches his destination safely and in time (Exotic India, 1998). All in all, the Mahayana Bodhisattva desires to take away all the pain in the world for his own self and replace it with nothing except joy and pure happiness. From the above elaboration of what the Mahayana Bodhisattva holds dear to himself, we can infer that the very establishment and fundamentals of Buddhism are based upon compassion. This compassion is unique in the sense that it is entirely selfless and comes from a soul that does not hold any concern for its own well being but believes that the completion of its existence will only be possible once it has spent its entire life in the quest for bringing peace and deliverance to the pained and troubled people of the world. The life of the Mahayana Bodhisattva is one plagued with pain and suffering from the apparent view of the person. But the fact of the matter remains that it is in this suffering and pain that the Mahayana Bodhisattva finds comfort. He finds comfort in knowing that he has given his share of happiness to somebody else and has therefore completed the purpose of his existence. Hence, we can conclude that attainment of material laurels is the least of concerns for the observer of Buddhism. In fact, Buddhism concentrates more on bringing sanctuary to people who are caught up in the web of the world and are suffering pain and misery because of it. Therefore, having become drenched in his responsibilities as a Mahayana Bodhisattva, the person becomes a reincarnation of the Buddha himself. References Beliefnet. (2008). What Mahayana Buddhists Believe . Retrieved February 13, 2009, from beliefnet. com: http://www. beliefnet. com/Faiths/2001/06/What-Mahayana-Buddhists-Believe. aspx Essortment. (2008). What is Bodhisattva? Retrieved February 13, 2009, from essortment. com: http://www. essortment. com/all/whatisbodhisat_rfld. htm Exotic India. (1998, October 27). The Bodhisattva Ideal. Retrieved February 13, 2009, from kheper. net: http://www. kheper. net/topics/Buddhism/bodhisattva. htm Mohler, J. (1975). Dimensions of love, East and West. Doubleday. Rinchen, G. (1997). The Thirty-Seven Practices of Bodhisattvas. Snow Lion Publications.

Safeguards and Policies to Protect Children from Harm

Safeguards and Policies to Protect Children from Harm Protecting children from harm When children are attending school, their parents and carers expect them to be learning and enjoying their day in a safe and secure environment. The Health and Safety at work Act 1974 has been put into place to ensure the environment the children work in is safe and well maintained and safe for children to move around in. The environment in which the children and adults are working within should be safe and clean, and any equipment and resources that are being used by the children should be safe and in good working condition to ensure they are protected from any harm. Children should be able to learn in a safe environment and being able to learn and thrive to their full potential without the risks of illness or injury. Safeguarding is not just about protecting children from harm it also includes issues such the following. Children’s health and safety Bullying Racist abuse Harassment and discrimination Use of physical intervention Meeting the needs of children with medical conditions Providing first aid Drug and substance misuse Internet safety Safeguarding children is the responsibility of all school staff members and governors. They should do the following to protect children from harm. Provide an environment where children feel secure, are encouraged to talk and are listened to Ensure children know that there are adults in school who they can approach with any concerns Provide information that enables children to develop the skills they need to recognise how to stay safe and free from harm Children should be able to feel safe and secure in the school setting. Staff should receive the sufficient training relating to safeguarding children and should identify signs of abuse in order to protect the child from any harm. Children who are protected enjoy and thrive at what they like to do best and this motivates them and gives them a self belief of all the things they enjoy. Children who are not protected in the school setting lack self esteem issues and this would also have a negative impact on their development. Safe guards have been put into place to ensure the following. Protects children and young people from harm and abuse Enables staff to know what to do if they are worried Shows that the group is responsible and has pride in its work Prevents children from under developing Builds children self esteem and self belief Builds confidence in the child Gives the opportunity for the child to enjoy childhood and have no worries that they should not have Gives them a good start to life Prevents them from being under bad influence that could cause long term effects References/bibliography www.gov.uk www.safeguardingchildren (3.4) Policies and Procedures In a school environment there are a range of policies and procedures in place to protect the children and the adults who are working at the school. Policies and procedures are important in schools because they help to ensure that staff and children know what is expected of them, they would receive fair treatment and enjoy the safest conditions possible. Safety in schools is better assured when clear policies and procedures exist. Everyone works better when there are rules that are understood clearly. Policies and procedures set out the rules that must be followed and if not followed there would be consequences. Children behave and perform better when they know the guidelines and when teachers are consistent with enforcing the rules. Some of the procedures set in a school are. Safeguarding and welfare of children policy Safeguarding and school security procedures Statutory school policies School health and safety procedures School improvement policies School support and healthy lifestyle policies General school policies Special educational needs policies School premises policies Educational policies are rules that are used in schools to effectively and efficiently teach children and keep them safe. Policies and procedures enable schools to make good decisions that optimise well being. Schools do this by the following. Involving children in school decision making about governance and policy Involving children and parents in the regular review of school policies and procedures and the determination of computer use, class and playground rules Encouraging children to take active steps in tackling bullying, prejudice and other behaviours that have a negative impact on wellbeing Aligning policy and curriculum References/bibliography www.safenetwork.org.uk (3.5) Reporting poor practice When working with children it is very important that any concerns regarding poor practice are reported. Also to ensure those who’s behaviour is causing concern is reported to protect those who have reported the concern are protected. Reporting concerns about poor practice is very serious and needs to be dealt with as soon as possible. Within the school setting there will be procedures put into place for reporting concerns. When discussing poor practice with the manager poor practice should be accurately identified and if possible, include dates, times and situations when the issue occurred. It is essential to provide as much information as possible. Whistleblowers are protected by law as long as certain criteria are met. The types of whistle blowing eligible for protection (called qualifying disclosures), they include when someone reports the following. That someone’s health and safety is in danger Damage to the environment A criminal offence That the company is not obeying the law That someone is covering up wrongdoing Whistleblowers are protected by law as long as they believe that what they are doing is right and that it is in the public interest. The human resource department will usually play a large role in ensuring that the correct procedures are followed. The human resources department will provide information on the employee’s rights, including their right to representation. If a young person or adult has concerns, it is important that they are able to report them to someone at the school. It is therefore important that the school know how to respond, and who will do this. Once a concern has been reported, it is important that appropriate action be taken. It will not be the school’s responsibility to decide if action needs to be taken, unless a child is at immediate risk of harm. It is however the schools responsibility to respect the concerns appropriately in accordance with the policies, procedures and systems that have been put into place. When someone is reporting their concerns the following should be used to help the situation. Stay calm Reassure the person reporting their concerns that they have done the right thing in telling you Keep an open mind Listen carefully to what is said and take them seriously Explain that the information would have to be shared with others and do not promise to keep secrets. Child abuse can and does occur inside and outside the family environment. It is not always easy for teachers to identify where abuse has occurred. However, all teachers working with children have a duty of care to be vigilant and respond appropriately to suspicions of poor practice, abuse or bullying. Whistle blowing is the process of disclosing wrong doing. Within the school setting this may mean exposing a member of staff to poor practice or behaviour. This could be a member of staff bullying a pupil or a colleague. The way a worker can blow the whistle on wrong doing depends on whether they feel they can tell their employer. A worker cannot be dismissed because of whistle blowing. If they are, they can claim unfair dismissal they will be protected by law as long as certain criteria are met. The following people are protected. Employees A agency worker People that are training with an employer Self employed workers Work in a school A worker will be eligible for protection if They honestly think what they’re reporting is true They think they are telling the right person They believe that their disclosure is in the public interest Reference/bibliography www.whistleblowing.uk www.gov.uk (3.6) Protecting yourself during everyday practice In the school setting there are various policies and procedures in place which support assistants must adhere to in order to protect themselves. The safeguarding if children are usually covered within the induction programme and this will inform teaching assistants of the roles and responsibilities with regard to children and how teaching assistants can be protected against unwanted allegations. Policies within the school setting should be followed to protect you from harm. This includes health and safety policies for example, not standing on the tables to pin a poster on the wall. If an incident is witnessed by another member of staff, they should be asked to document what they have witnessed, sign and date it as evidence When a school trip has been arranged, the teacher and support assistant will usually carry out a risk assessment to ensure that the venue is safe for the class to visit. They will usually need to do the following. Ensure the risk assessments are completed and when appropriate individual safety plans and safe working practices Support the governing body in any decision on approval Assign competent staff to lead and help with trips Verify that all accompanying adults have been CRB checked Make sure that all consent and medical forms are obtained Keep records of visits and provide after visit evaluation to aid future visits All relevant risk assessments must be carried out by the teacher before any proposed visit or activity takes place. Key issues from the risk assessment or safe working procedures completed for the trip must be communicated to all adults before the visit commences. Risk assessments must also be completed for the transport. When hiring a coach or minibus drivers of the transport must have received training within the last four years. The risk assessments are completed to ensure the safety of the teachers and children and are covered if anything does go wrong (insurance). References/bibliography www.gov.uk

Bipolar Disorder and the Creative Genius Essay -- Biology Essays Resea

Bipolar Disorder and the Creative Genius Bipolar disorder, also known as manic depression, is a psychopathology that affects approximately 1% of the population. (1) Unlike unipolar disorder, also known as major affective disorder or depression, bipolar disorder is characterized by vacillating between periods of elation (either mania or hypomania) and depression. (1, 2) Bipolar disorder is also not an illness that remedies itself over time; people affected with manic depression are manic-depressives for their entire lives. (2, 3) For this reason, researchers have been struggling to, first, more quickly diagnose the onset of bipolar disorder in a patient and, second, to more effectively treat it. (4) As more and more studies have been performed on this disease, the peculiar occurrence between extreme creativity and manic depression have been uncovered, leaving scientists to deal with yet another puzzling aspect of the psychopathology. (5) Patients with bipolar disorder swing between major depressive, mixed, hypomanic, and manic episodes. (1-9) A major depressive episode is when the patient has either a depressed mood or a loss of interest/pleasure in normal activities for a minimum of two weeks. Specifically, the patient should have (mostly): depressed mood for most of the day, nearly every day; diminished interest or pleasure in activities; weight loss or gain (a difference of 5% either way in the period of a month); insomnia or hypersomnia; psychomotor agitation or retardation; fatigue or loss of energy; diminished ability to think or concentrate; feelings of worthlessness; recurrent thoughts of death or suicidal ideation or attempt. It is important to note that, except for the last symptom, all of these symptoms must be ... ... of such caliber in these people is something to conserve. As more effective drug treatment is being sought after, hopefully there will be medication that will permit the creative genius of the patients and allow them to function in society as well. Bibliography 1. http://www.healthguide.com/Bipolar/BASICS.htm 2. Rescorla, Leslie. Psychology 209, Abnormal Psychology. Bryn Mawr College, Apr 1998. 3. http://www.Scruznet.com/`Crawford/Madness/ 4. http://www.medscape.com/Medscape/M5/mh3183.bowden/mh3183.bowden.html 5. http://www.schizophrenia.com/ami/Cnsmer/creative.html 6. http://www.medscape.com/Medscape/M7/mh3206.bowden/mh3206.bowden.html 7. http://www.cmhc.com/disorders/sx20.htm 8. http://www.usask.ca/psychiatry/bipolar2.html 9. http://www.mhsource.com/edu/psytimes/p960533.html 10. http://www.pendulum.org/misc/famous.htm Bipolar Disorder and the Creative Genius Essay -- Biology Essays Resea Bipolar Disorder and the Creative Genius Bipolar disorder, also known as manic depression, is a psychopathology that affects approximately 1% of the population. (1) Unlike unipolar disorder, also known as major affective disorder or depression, bipolar disorder is characterized by vacillating between periods of elation (either mania or hypomania) and depression. (1, 2) Bipolar disorder is also not an illness that remedies itself over time; people affected with manic depression are manic-depressives for their entire lives. (2, 3) For this reason, researchers have been struggling to, first, more quickly diagnose the onset of bipolar disorder in a patient and, second, to more effectively treat it. (4) As more and more studies have been performed on this disease, the peculiar occurrence between extreme creativity and manic depression have been uncovered, leaving scientists to deal with yet another puzzling aspect of the psychopathology. (5) Patients with bipolar disorder swing between major depressive, mixed, hypomanic, and manic episodes. (1-9) A major depressive episode is when the patient has either a depressed mood or a loss of interest/pleasure in normal activities for a minimum of two weeks. Specifically, the patient should have (mostly): depressed mood for most of the day, nearly every day; diminished interest or pleasure in activities; weight loss or gain (a difference of 5% either way in the period of a month); insomnia or hypersomnia; psychomotor agitation or retardation; fatigue or loss of energy; diminished ability to think or concentrate; feelings of worthlessness; recurrent thoughts of death or suicidal ideation or attempt. It is important to note that, except for the last symptom, all of these symptoms must be ... ... of such caliber in these people is something to conserve. As more effective drug treatment is being sought after, hopefully there will be medication that will permit the creative genius of the patients and allow them to function in society as well. Bibliography 1. http://www.healthguide.com/Bipolar/BASICS.htm 2. Rescorla, Leslie. Psychology 209, Abnormal Psychology. Bryn Mawr College, Apr 1998. 3. http://www.Scruznet.com/`Crawford/Madness/ 4. http://www.medscape.com/Medscape/M5/mh3183.bowden/mh3183.bowden.html 5. http://www.schizophrenia.com/ami/Cnsmer/creative.html 6. http://www.medscape.com/Medscape/M7/mh3206.bowden/mh3206.bowden.html 7. http://www.cmhc.com/disorders/sx20.htm 8. http://www.usask.ca/psychiatry/bipolar2.html 9. http://www.mhsource.com/edu/psytimes/p960533.html 10. http://www.pendulum.org/misc/famous.htm

Malaysia’s Seven Types of Schools

There are hundreds, if not thousand of schools in this world. In Malaysia, we have seven types of schools. They are Malay schools, Tamil schools, Chinese schools, international schools, private schools, and religious schools. There is only one type of Malay schools and they are the Malay government schools. Malay schools are the most common types of schools in Malaysia. You can find at least one Malay school in a town. Malay schools are divided into two. They are the Malay primary schools and the Malay secondary schools. Malaysians start their primary school education at the age of seven. They will then be in standard 1 and they will stay until they are in standard 6, which is until they are 12 years old. The following year they will go to form 1 in the secondary school and they will continue studying there until they finish form 5 so that they can go to either college or start work immediately or they can continue to form 6 so that they can go to university immediately thereafter. Every student has to sit for the UPSR examination when they are in standard 6, the PMR examination when they are in form 3, the SPM examination when they are in form 5, and the STPM examination when they are in form 6. All the lessons in the primary and secondary schools are, with the exception of the English lesson, are conducted in Malay. There is only one type of Tamil school in Malaysia and they are the government ones. Tamil schools are very much like the Malay schools with the exception that all lessons except English and Malay are in Tamil. Their syllabus is a lot like the syllabus of the Malay schools. The only difference is that they have to enter a Malay school when they go to form one. They normally spend a year in a special class after they finish the UPSR examination so that they can cope with the high standard of Malay in the Malay school they will be going to. Then they will they will continue studying at the school like any other student. Chinese schools are very much like Tamil schools. All their lessons except English and Malay are in Chinese. Their syllabus is a lot like the syllabus of the Malay schools. However, they can choose to continue their education in a Chinese secondary school after they finish their UPSR examination or they can choose to go to a special class after the examination and then continue their education in a Malay secondary school. There are two types of international schools, the private ones that follow the British syllabus, and the government ones that follow the Malaysian syllabus. The private international schools can be mainly found in Kuala Lumpur whereas the government ones can be found in almost every state capital. An example of a private international school is the Alice Smith International School in Kuala Lumpur and an example of government international schools is the Sri Utama International School. Private schools are run totally by the school board without any help from the government at all. If they have any problems, they have to overcome it themselves. They get no funding from the government so they have to get money by whatever means they can. That is why the school fees are very expensive. Their syllabus is basically like the normal syllabus of the government schools. Las,t but definitely not least, is the Islamic religious schools. Islamic students go there to learn about their religion and to learn how to speak and write Jawi. They normally study there for six years, but those who are really interested can go to a secondary school that teaches mainly Islam. There they will also learn all the other subjects that normal students do. We should be happy that we are lucky enough to have the opportunity to go to a school to have an education. There are hundreds if not thousands of children out there who do not have the opportunity to go to school. So my friends do not waste this opportunity. Use it while you can.