Reincarnation Essay examples -- Law of Karma Papers

Reincarnation I suppose in the world, today, there are really three approaches to the idea of reincarnation. A two-fold one in the West, where the idea itself is almost non-existent, either a belief in the transmigration of souls - that you could be a human being in one life and an animal in the next, and therefore that there is great danger in swiping flies and treading on ants because it could be your grandmother -- or simply an interest in past lives. That is almost the sole interest in the concept of rebirth in the West. In the East, broadly speaking, people do believe in reincarnation and, correctly, in relation to the Law of Karma. Unfortunately, even in the East, the Law of Karma is seen from an erroneous point of view. Of course, here and there, both in East and West, there is a correct interpretation and approach to the idea of rebirth, and its close connection with the Law of Action and Reaction, Cause and Effect. In the Orient, most people believing in the Law of Karma accept that they are who and where they are because of their actions in a previous life, which is true; but, unfortunately, they think they can do nothing about changing their particular situation, which is not true. In the West, we tend to think that we are totally in control of our destiny, which we are to some extent, but that there is no greater law governing our destiny, which is not true. The Westerner tends to reject the idea of a future life. It is an idea which is only just beginning to engage people's minds. If he thinks about it at all, he really thinks about it in terms of: If I have a future life, I must have had a past life; and if I had a past life it is interesting to know w... ...ally artificial and man-made. The poverty, the squalor, the degradation and the misery of people in the Third World is not necessary, it is not a result of karma, but of our greed. And we have the major responsibility to help them change these conditions and enter true living. People think of karma as always from the past life, but what about yesterday's karma, or the day before, last week's, last month's karma? It is this succession of moments of action and reaction which today we are coping with, which tomorrow and in our next life we will cope with. Until we come into right relationship with each other and with the whole of which we are a part, we will go on making bad karma. It is more important, more useful, to realize the benefit of right relationship, thus handling the Laws of Karma and Rebirth correctly, than to know our past lives.

Early Childhood Education: Child Protection Essay

Every child has the right to a full and productive life. Under the national framework for Protecting Australia’s Children (2009), protecting children is everyone’s responsibility: Parents, communities, governments and businesses all have a role to play. Children’s services have an important part to play in protecting children who may be at risk of harm or illness. Educators have a duty of care to protect and preserve the safety, health and wellbeing of all children in their care and must always act in their best interests. Policies have been developed at a local, state and federal level to provide a foundation for improving and maintaining the safety and wellbeing of Australia’s young people. The purpose of this report is to analyse six of these policies effectively fostering children’s wellness at a physical and emotional level. The policies have been sourced from, and are underpinned by the following policies and legislation: ? A local early childhood kindergarten and long day care centre service policies ? The Children, Youth and Families Act (2005) ?National framework for Protecting Australia’s Children (2009) ? The Children’s Services Act (1996) ?Aboriginal Cultural Competence Framework (2008) Values that underpin these policies: Each of the six policies selected specifically addresses educator interest and is a key facet of the service, state and federal policy and legislation. Collectively the policies attend to and interpret issues of children’s safety, stability and development. In other words, when policy development was occurring due consideration and value was given to child safety, stability of relationships in a stable environment, child development, and child health and wellbeing. These dimensions of safety, stability, development and wellbeing are understood in the context of whom the child is; that is their age and stage, identity and their culture. These elements concerning the identity of the child are fundamental to two of the six policies. The Aboriginal Cultural Competence Framework and ‘Day and Nights childcare and Kindergarten (DNCK)’ service Diversity and Equity policy reflect a strong sense of social justice, fairness and equity, and furthermore are free from prejudice. They both value the child as a whole, advocating for all children’s rights. It is not a question of being ‘politically correct’ but rather respecting the unique identity of each and every child. Similarly part 1. 2- principles ‘The decision makers to have regard to principles’ of the Children, Youth and Families Act 2005, place significant value to protecting and promoting the cultural and spiritual identity of children, and whenever possible, maintaining and building children’s connections to their family and community. As advocated for in the ‘Early years Learning Framework’, knowing where and with whom you belong (identity, stability, and wellbeing) is integral to human existence (2009). Focusing more on children’s wellbeing, that is the child’s physical and emotional wellbeing, the DNCK ‘Child protection policy’ and the ‘Child protection policy’ sourced from Protecting the safety and wellbeing of children and young people, reinforce and emphasise that all children need stable, sensitive, simulating relationships and environments in order to reach their full potential. The nucleus of both policies is the child and in order to see to the needs of the child each policy has placed a well-founded and substantial value on the role of educators, stating â€Å"the role of staff member in children’s services is to protect, nurture, recognise and support the needs of children in their care† (Protecting the safety and wellbeing of children and young people, 2010, p19). Educators have an ethical responsibility and a duty of care to see that this is done. Furthermore qualified teachers (Degree qualified or higher) are mandated, therefore are legally responsible for the care and protection of children within their care. In addition to this, Part 4- Operation of children’s services of the Children’s Services Act 1996, places an emphasis on the protection of children from hazards within the service. Legislators again place value on the role of the educator, stating, quite strongly that â€Å"Staff members of a children’s service must ensure that every reasonable precaution is taken to protect a child†¦Ã¢â‚¬  (Children’s Services Act, 1996, p27) Though the previous two policies had provisions for the emotional wellbeing of the child, this policy places equal value to the physical wellbeing of the child. What precipitated the development of the policy? Australia began to acknowledge the existence of child protection issues during the 1960’s, which led to legislative reform and Australia signing the ‘United Nations Declaration of the rights of the child’ in 1981 (McCallum, 2002). In recent years there has been an increased awareness of child protection emerging from increased incidents of child harm and abuse and intensified research. During this time, policy makers and service providers have developed a greater understanding of children’s needs and have come together to bring us our current policies. Further investigation into the development of each of the six child safety/protection policies; found that they are manifestations of each other. For instance without the Children’s Services Act 1996 and the Children, Youth and Families Act 2005, the DNCK child protection policy would not have been developed as now services have a legal responsibility to have current and relevant policies within their service. Moreover without the Aboriginal Cultural Competence Framework the DNCK diversity and Equity policy would as not have been developed to such a high standard. Who benefits/ who is disadvantaged? It is quite evident who is benefited from these policies. These mainstream children’s services approaches and policies emphasise children within a holistic and ecological framework. The holistic approach means looking at the whole child, that is, their identity, culture, community, age, development; all areas within the Early Years Learning Framework for Australia. The holistic approach also implies that educators will have a community-focused and strength-based understanding of children’s welfare that necessitates previous attempts at early childhood education. In addition to this with a greater understanding to the importance of culture to a child’s identity, the Aboriginal Cultural Competence Framework has provided a source where the dynamics of cultural connection can be explored. This benefits all children, including Aboriginal children and the broader community, as it represents children’s cultural needs in the following way. Children’s cultural needs are: Cultural Expression and Events Language, cultural values, lore, beliefs and practices Country Extended family, clan and community History. Symbolic (Aboriginal Cultural Framework, 2008, p19) It is important to note that because of these six policies an increase of awareness of the needs of the child has been developed, and as such children have: ? Freedom from hunger and have protection from diseases ?The rights to an identity and to preserve such an identity ? The right to equal treatment regardless of gender, race or cultural background ? The right to safe exposure to leisure, play, culture and art ? Freedom from violence, abuse and neglect ?The rights to culturally competent practice When asked if anyone would be disadvantaged by the implementation of these policies, the immediate response would have been no. Upon critical investigation, it was found that the educators themselves may feel disadvantaged. Though there is no provision for this within the policies, it is strongly implied that the implementation of each policy at a service level would need to be done by the children’s carers and educators. This may expand workloads, increase the need for professional development and training, and compel educators into uncomfortable situations (e.g. , having to call protective services on a family they like). The applicability for rural setting Due to the nature of the six policies, regardless of where the service is, each would be applicable for a rural setting. All children’s services must comply with the Children’s Services Act 1996, and the Children’s Services Regulations. The primary objective of this legislation is that children are safe and that their developmental needs are met when being cared for and educated in a licensed children’s service. The Act provides for the monitoring, licensing and regulation of children’s services in Victoria, where a licensee fails to meet their legislative obligations there a range of statutory actions that may be taken by the Department (DEECD, 2010). Encouragingly the Department has a number of initiatives to support children’s services meet the requirements of the Act and the Regulations. Small capital grants and resource kits are available to assist services. Furthermore professional development will soon be delivered across Victoria on the Early Years Framework. Until the transition into the framework all children’s services will continue to be regulated by the Children’s Services Act and the Children’s Services Regulations (DEECD, 2010). Conclusion: Every child has the right to a full and productive life. The Aboriginal Cultural Framework, The service Diversity and Equity policy, The Children, Youth and Families Act, the service Child Protection Policy, the child protection policy sourced from Protecting the safety and Wellbeing of Children and Young People, and the Children’s Services Act, ensures that this will happen. It has been identified that children’s services have an important part to play in protecting children who may be at risk of harm or illness. Under these frameworks, protection for children’s safety and wellbeing will one day become a natural procedure for educators. Key policy makers have attempted to make certain that educator’s roles and responsibilities are well defined ensuring that this may happen. Overall each of the six policies makes provisions for children’s welfare, children’s identity, children’s wellbeing, children’s safety, children’s culture and stability. These are central concepts to Belonging, Being and Becoming, which will soon become the regulatory body for children’s services across Australia. References: †¢Murphy, M. (2011). Bacchus Marsh Childcare and Kindergarten service policies. Bacchus Marsh: Victoria. †¢Department of Education and Early Childhood Development & Department of human Services. (2010). Protecting the safety and wellbeing of children and young people. Melbourne. †¢Department of Education and Early Childhood Development. (2010). Publication of information. Fact sheet. Sourced 10/4/2011 www. education. vic. gov. au/escmanagement/licensedchildservices †¢Department of Education and Early Childhood Development. (2010). Regulations update. Children’s Services. Issue 2. Sourced 10/4/2011 http://www/eduweb. vic. gov. au/edulibrary/public/earlychildhoodregulations/regupdateapril10. pdf †¢McCallum, F. (2002). Law, Policy, Practice: Is it working for teachers in child protection. University of South Australia †¢Victorian Government Department of Human Services. (2008). Aboriginal Cultural Competence Framework. Melbourne: Vic †¢Victorian Government. (2005). Children, Youth and Families Act 2005.

How to Start an Academic Club in School

For students planning to apply to a selective college, membership in an academic club is a must. College officials will be looking for activities that make you stand out, and club membership is an important addition to your record. This doesnt mean you will have to feign interest in an organization that already exists. If you share a strong interest in a hobby or subject with several friends or fellow students, you may want to consider forming a new club. By forming an official organization that really interests you, you are demonstrating true leadership qualities. Wanting to take on the role of a leader is only the first step. You need to find a purpose or theme that will engage you and others. If you have a hobby or interest that you know enough other students share, go for it! Or maybe there is a cause you want to help. You could start a club that helps keep the natural spaces (like parks, rivers, woods, etc.) clean and safe. And once you establish a club around a topic or activity you love, you are sure to stay more engaged. You might receive the added honor of recognition from the public and/or school officials who appreciate your initiative. So how should you go about this? If you are starting a club at school, you may want a teacher to serve as advisor as a first step. You may need a teacher or coach just to gain permission for using school facilities.The teacher or advisor may be temporary. Sometimes, a teacher will start the first meeting and encourage students to follow through with organization.The most important requirements for starting a successful club are interest and commitment.Once you know you have a team willing to commit to a regular meeting time and a cause, you can manage the rest with ease.Next you will need clear organization. Structure will keep the club together in slow times (like during a few heavy months of heavy homework and testing) or in the event of a disagreement. Steps to Forming a Club Appointment of a temporary chairman or president. At first you will need to assign a temporary leader who will preside over the drive to form the club. This may or may not be the person who serves as permanent chairman or president.Election of temporary officers. The members should discuss which office appointments are necessary for your club. Decide whether you want a president or chairman; whether you want a vice president; whether you need a treasurer; and whether you need someone to keep the minutes of each meeting.Preparation of constitution, mission statement, or rules. Decide upon a committee to write a constitution or rule booklet.Register club. You may need to register with your school if you plan to hold meetings there.Adoption of constitution or rules. Once a constitution is written to everyones satisfaction, you will vote to adopt the constitution.Election of permanent officers. At this time you can decide if your club has enough officer positions, or if you need to add s ome positions. Club Positions Some of the positions you should considered are: President: Leads meetingsVice president: Plans eventsSecretary: Records and reads minutesTreasurer: Handles fundsHistorian: Keeps a picture book and notesPublicity Officer: Makes and distributes flyers, postersWeb master: Maintains web site General Order of a Meeting You can use these steps as a guideline for your meetings. Your specific style can be less formal, or even more formal, according to your goals and tastes. Call to order by the president or chairmanReading and approval of the minutes from the previous meetingDiscussion of old businessDiscussion of new businessProgramAdjournment Things to consider When to meet and how oftenHow many members you can handleHow much funding you will needWays to raise moneyWhether or not to have club duesActivities for everyone to participate in Finally, you will want to make sure that the club you choose to create involves an activity or a cause that you really feel comfortable with. You will be spending a lot of time on this venture in the first year.

Verbal Intelligence And Executive Function - 1886 Words

children between the ages of four and six participated. The participants were randomly assigned to one of three groups; thirty-two (eighteen females and fourteen males) received visual-art education, thirty-two (twenty females and twelve males) received music education, and thirty-two were assigned to the control group. Musical curriculum was defined as training in rhythm, pitch, melody, voice, and basic musical concepts, while visual art curriculum was defined as development in visuospatial skills, such as shape, line, color, and perspective. Participants were asked to complete several tasks related to verbal intelligence and executive function, while listening to musical stimuli. The verbal intelligence and executive function tasks were tested with musical stimuli, as well as without any musical stimuli or other distractions or stimuli, which may have impeded one’s performance (citation). After only twenty days, the group of children given music curriculum showed vast improv ement in both verbal intelligence, as well as executive function; a striking 90% of participants showed an improvement in both areas after just twenty days, compared to the control group. In addition, the music group performed significantly better then the visual-arts group in accuracy of the executive function tasks, while there were no differences in response time. Participants in this study were required to take the same test multiple times throughout the study, so practice effects couldShow MoreRelatedAdhd Case Study1043 Words   |  5 Pagesall of the following assessments in its entirety: a. Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) and/or Wechsler Abbreviated Scale of Intelligence - Second Edition (WASI-II) b. California Verbal Learning Test - Children’s Version (CVLT-C) c. Dots, Stories, and Faces subtests of the Children’s Memory Scale (CMS) 5) Participant’s parent or legal guardian completed the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire. Location of Treatment The Florida HospitalRead MoreRelationship Between Age And Cognitive Functions1522 Words   |  7 Pageswe continue to grow older, these Cognitive functions start declining and the way we problem solve or the way our minds work start to slow down. Therefore, research has been very intrigued in better understanding the higher levels of functions in cognition in adults and later in life for a certain reasons (Salthouse, 2012). Salthouse (2012), mentions in his article a brief review on studies focused on the relationship between age and cognitive functions. 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These ten cognitive domains support quantitative and interpretive comparisons and include: immediate verbal memory, attention (divided into three subdomains of processing speed, working memory, and vigilance), nonverbal memory, general cognitive ability, language functions, visuospatial abilities, delayed verbal memory and learning strategies, executive functioning, social cognition, and motor skills. Studies show medium to large deficits for first episode schizophrenia samplesRead MoreHow Can Test Mary s Brain Injury?1163 Words   |  5 Pagesused to assess Mary’s premorbid abilities and compare them to after her accident. In the Glascow Coma Scale, one of the assessed on the following functions, eye opening, verbal response, and motor response (Tsdale, Jennett. 1974). Eye opening can be spontaneous, to the sound of a voice, and response to pain, or not at all (Tsdale, Jennett. 1974). 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George Washington Statemanship - 825 Words

George Washington, born on the 22nd of February 1732 was indeed a Statesman of the highest caliber. As we see in chapter 12 ‘Understanding Politics’. There are many things required to reach a status of Statesman including: Pursuit of the public good, Practical wisdom, political skills, opportunity, and good fortune. All of these and more are prevalent in George Washington’s life. First, Columbus found what he thought to be India in 1492, which later would be colonized by the first American settlers still under the British flag. During their time in America these British colonists fought the Indians (named due to Columbus’s first thought that he had landed in India) and In 1753, George Washington received an assignment from the Virginia†¦show more content†¦During the American Revolution, Washington held the importance of our unified nation, and would often tell the soldiers they are not of their state, but rather of their country or as another figure head of the time would have said â€Å"We must all hang together, or we shall most assuredly all hang separately† –Benjamin Franklin at the signing of the declaration of independence. Washington quickly became a beloved man of the people through his position as Commander in Chief during the revolutionary war and would later become a prominent figure-head in the ratification of the United States Constitution. George Washington was most notably a federalist, or one who argued for a larger more central â€Å"Federal† government. During this time people across the nation where both for and against a large government, yet George Washington saw the inevitability of it all and (following the teachings of philosopher and ideologists like John Locke) helped bring about our new constitutional nation, and even played a large role in the writing of the constitution. When our countries founding fathers wrote the constitution it was a means to an end, it was a method in which we could establish international trade, bring about a central government, and unify the American republic under â€Å"one flag† –pledge of allegiance, Francis Bellamy 1892. As Washington saw and

Elie WieselS Night Essay Research Paper Wiesels free essay sample

Elie Wiesel`S Night Essay, Research Paper Wiesel? s Night is about what the Holocaust did, non merely to the Jews, but, by extension, to humanity. The upseting neglect for human existences, or the human organic structure itself, still to this twenty-four hours, exacerbates fear in the Black Marias of work forces and adult females. The animalistic act by the Nazis has scarred worlds everlastingly with abomination and favoritism ; as a consequence, Acts of the Apostless of dogmatism continue to overrun society into the twenty-first century. It seems impossible that the scrutiny of one? s wellness, by a physician, can ensue in the decease of a human being if he appears unhealthy. Elie, his male parent, and 1000000s of other Jews go through this formidable choice. It? s a procedure that is dreaded and feared by all Jews. Cipher knows who will be # 8220 ; selected, # 8221 ; and how he will decease, as they all line up and wait to see who lives and who doesn? T. We will write a custom essay sample on Elie WieselS Night Essay Research Paper Wiesels or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In a similar manner, many different # 8220 ; choices # 8221 ; be in society today. For case at Durfee High School, three 1000 pupils are divided into assorted groups. They are placed in these assorted classs because of their vesture, attitude, intelligence, nationality, and athletic ability. There are the homeworks, the monsters, the mobsters, the skaters, the athletes, the swots, the Americans, the Portuguese, the Africans, the Cambodians, the Hispanics, the Puerto Ricans, the Nipponese, and the Chinese. Everyone in the universe is a portion of some choice, whether it? s for political positions, wealth, or deficiency thereof. The ferociousness of the Holocaust drives many to abandon a household member or loved one. For illustration, when the boy of Rabbi Eliahou sees his male parent losing land, lameness, and falling to the rear of the column, he continues to run on, turning distant from his male parent. The boy feels as if his male parent can no longer travel on any longer. Elie? s feelings are common, for his male parent is taking him for granted. He is like a metal weight attached to Elie? s pes by a rope. Sooner or subsequently, Elie must cut himself free, or else he won? T survive either. Nowadays, we see this forsaking in pregnant adolescents who are non ready for a kid merely yet. A miss throws her babe in a Dumpster because she knows she can? t support a kid right now, for that kid will merely weigh her down as Elie? s male parent did to him. The miss won? T be able to bask the remainder of her childhood, or the babe might even forestall her from completing her schooling. The adolescent abandons her babe, so she can last, as does Elie with his male parent. At the decision of the novel, Elie Wiesel is no longer Elie Wiesel. He has become a shell or a organic structure with no spirit or psyche. He is a piece of driftwood that has floated through the ocean of hate, force, and favoritism and has assimilated all that could be absorbed. Elie is left with no emotions and many inquiries: Is there a God? If so, how could he allow this go on? Why did he allow this go on? To this twenty-four hours, Elie Wiesel inquiries the being of God. As I look into the mirror, I see a immature grownup, one who has turned away from a bigoted-based battle in school or from a group of childs doing merriment of another kid. I see an person who hasn? T ever done the right thing or been perfect throughout his life-time, but I besides see one of finding and success in the hereafter. I? m driving a Mac truck and nil can halt me, non even a few damaging # 8220 ; bumps # 8221 ; in the route.

Explain how the theories and frameworks influence current practice free essay sample

Theories of development are very important as these theories and frameworks can heavily influence current practice and help us to understand the complexities of children’s behaviours their reactions and can also help us figure out different and new ways of learning. Starting with the constructivist approach (piaget). Piaget worked on intelligence testing and during this period he realised that children would consistently give wrong answers to certain questions so he began to consider and review why this was. He used his own children in the testing and his theory was often referred to as a constructivist approach as he suggested children constructed thoughts according to the experiences around them. Piaget’s beliefs helped people understand why children’s thinking is sometimes different from our own. The belief was seen to be that as the children develops so does there way of thinking. Piaget’s work has been seen to influence hands on approach to teaching children and also to create a specific teaching plan for an individual child dependent on their way of thinking and learning. We will write a custom essay sample on Explain how the theories and frameworks influence current practice or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is something that Priors Court School does engage in their approach to teaching the children we look after. Freud’s theory was one of personality / psychoanalytic, Freud is famous for his psychosexual theory of development which is used to explain unconscious thoughts or actions. Freud’s theories suggested that there were three parts that made up our personality. The â€Å"id† the â€Å"ego† and the â€Å"super-ego†. The id is the instinctive part of a child’s personality, this is said to be the child knowing what it needs in regards to the body, hunger or finding pleasure. A child will be born with its id and once its needs are met ie being hungry and then getting fed is known as gratification. Then the ego works out the best way to meet the id needs of the child. The ego is often seen as the common sense part of our personality and usually starts in the first few months of living. Freud’s theories are generally seen as useful within professional circles and have been criticised for not standing up against scientific scrutiny. Freud’s theory is a good one to look at in relation to the teaching of children but not on to necessarily taken as fact. Next Maslow, Maslow’s theory was one of motivation and personality, often known as the humanist approach saying that motivation and personality are linked to our basic needs being met. The conclusion of Maslow’s theory was that people have certain fundamental needs which need to be met before they could fill their full potential â€Å"self –actualisation† This was demonstrated in Maslow’s Hierarchy of needs pyramid. The way in which this links to current practice is that when working with children and young people it is essential that their needs are met. Professionals working with children need to strive to create a stimulating environment for children and form strong relationships with them. Bandura social learning theory was a behaviourist approach that suggests that people learn from watching others. This is often referred to as observational learning. This links in with current practice due to the fact that children will often learn a lot of social behaviours by the way in which people act around them. In Priors Court School for example we make sure that we are good role models to our students by being polite and showing positive behaviours. Operant conditioning is a theory that was pioneered by Skinner, and it is a theory that is based on the type of consequence that is given following a particular behaviour. Skinner divided the consequences of actions into three groups, positive rein forcers, negative reinforcers and punishers. Skinner looked at what would happen to behaviour if giving positive reinforcers at different intervals. Most professionals and practitioners will use this theory in one way or another such as giving rewards for good behaviour or sanctions for bad behaviour so the theory is well used in today’s frameworks and practices. To conclude, the professionals that have looked at the theories of development have greatly helped the framework and current practice of looking after children and young people. And in my opinion helped and improved the practitioners and professionals capability to look after autistic children.