Some practical ideas for sustaining motivation 1 Experiment‚ take risks. Vary the kinds of things you do in the classroom. See what different students respond to best. For example‚ try short stories‚ films‚ classroom drama‚ songs‚ projects‚ grammar exercises‚ dictations‚… 2 Choose ‘larger’ tasks. Chose tasks that give students more ‘psychological space’ to plan their own work‚ set their own pace‚ make their own decisions about how and what they do. For example‚ process writing and simulations
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Han Dynasty‚ Buddhism’s popularity gradually began to grow in China. Based on these documents‚ there were two distinct responses China had do to control the spread of Buddhism. Firstly‚ they needed support from Chinese scholars and citizens and secondly disdain towards it from those in direct power of China. Part of the reason Buddhism spread was because it was a missionary religion. Many educated Chinese supported the religion as they created written records highlighting the appealing aspects of the
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for moral and spiritual guidance. Buddhism as a non-theistic religion presents a passive philosophy that systematically alleviates the central belief of dukkha(suffering) and release from Samsara(cycle of rebirth). In relations to the quotations‚ Buddhaghosa of the Theravada variant and Dogen of the Zen buddhists address the attainment of enlightenment through living the Buddhist teachings and meditation. Similarly‚ the XIVth Dalai Lama of Tibetan Buddhism(Mahayana)‚ stressed ‘peace in the soul’ for
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8/29/13 Kali‚ Alexis‚ and Bryan. Both Buddhism and Christianity from their origins to the sixth century C.E. had similarities in that the diffusion was attributed through missionary work and conquest. Meanwhile‚ Christianity spread through the down fall of Rome and Buddhism spread by Ashoka who sent monks to share the teachings of the Buddha. Christianity and Buddhism both spread through missionaries. Specifically‚ Buddhism‚ towards part of South and Southeast Asia and‚ Christianity
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Compare and contrast the ideas expressed in two texts. To what extend do these texts show that national and cultural stereotypes are no longer a useful way of examining the human condition and economic activity? Choose an element in the texts which you find interesting and explain your reaction to it by giving examples from your own experience. People working around the world often meet different kinds of cultures. They frequently feel in contradictory with paradoxical stereotypes that
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Hinduism has a collection of many philosophies from other religions from India‚ Buddhism and Jainism is some of the religions which believe were combined in Hinduism. Hinduism is considering being timeless just because it has some similarities with religions that were already existed‚ so it was not possible to pin point when or who was founder of Hinduism. Hinduism’s teaching are based on the doctrines of samara and Karma‚ this pretty much stands for that one’s actions directly determines their
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University of Phoenix Material Buddhism Worksheet Write a 1- to 2-paragraph response for each of the following. 1 Explain the basic Buddhist teachings including the three marks of reality‚ the Four Noble Truths‚ and the Noble Eightfold Path. The three marks of reality‚ or looking at life as it really is‚ are: Dukkha‚ Anichcha‚ Anatta. “Dukkha is usually translated as “suffering” or “sorrow‚” but it also means “dissatisfaction” or “dis-ease.”” (Molloy‚ 2013‚ p.132). What that means is that
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Confucianism‚ Daoism‚ and Buddhism are three teachings that are interdependent on each other. Each philosophy takes various characteristics from the others embellishing it to fit its own specific view on life and the world creating the basis of China’s culture. Confucianists believed that the Dao (the will of heaven and the unity and togetherness in harmony of all the things) was found by humans through human relationships‚ human societies‚ and human rituals/traditions. They focused on politics‚
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Course Syllabus College of Humanities REL/133 Version 3 World Religious Traditions I Copyright © 2010‚ 2006 by University of Phoenix. All rights reserved. Course Description This course offers a survey of the major historical developments‚ structural cosmology‚ symbolic interpretation‚ and values of the Hindu‚ Buddhist‚ Taoist‚ Confucian‚ and Shinto traditions. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained
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Buddhism is one of the major religions of the world. It was founded by Siddhartha Guatama (Buddha) in Northeastern India. It arose as a monastic movement during a time of Brahman tradition. Buddhism rejected important views of Hinduism. It did not recognize the validity of the Vedic Scriptures‚ nor the sacrificial cult which arose from it. It also questioned the authority of the priesthood. Also‚ the Buddhist movement was open to people of all castes‚ denying that a person’s worth could be
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