French Revolution :: essays research papers

     â€Å"What is the finish of our transformation? The serene satisfaction in freedom and equity; the rule of that everlasting equity, the laws of which are graven, not on marble or stone, however in the hearts of men, even in the core of the slave who has overlooked them, and in that of the dictator who repudiates them.† (Robespiere, On the Principles of Political Morality)  â â â â â€Å"... to stop the political agitation in the inside of France, to check the assaults upon the seat what's more, the special stepped area, to restore the legitimate force, to reestablish to the ruler the security and the freedom of which he is presently denied and to put him in a situation to practice again the genuine position which has a place with him.† ( Duke of Brunswick, Proclamation)      â€Å"The helpless man is better than government and the forces of the world; he should address them as a master.† (Saint-Just, Republican Institutes)      The French Revolution was basically the significant summit of a rising clash between two contradicting originations with respect to the source by which an administering state determined its authority. During the late eighteenth century a belief system highlighting reason, opportunity, what's more, the power of the normal man developed contrary to the acknowledged authoritative opinions of absolutism and awesome right of the government. As represented inside the three previously mentioned cites, the dissimilar profundity between these two methods of reasoning of government made a void, one which would eventually prompt the French Revolution what's more, adjust the course of Western culture.      Within Robespiere’s quote one can watch the desires of the Bourgeoisie and worker progressives; a perfect society of freedom and balance wherein one is as much a subject of the state as the state is a subject of thee. This uniting development towards thinking and equity developed from the speculations of such progressive scholars as Voltaire, Rousseau, and the Encyclopedists, who introduced a dream of a liberal network with equivalent rights and obligations, wherein reason supplanted the monarch’s guarantee to divine right as a definitive position, and where all men lived in a fraternity. It must be recognized that such impacts as France’s serious money related troubles and the subsequent neediness, laborer complaints with so much maltreatment as the seigniorial framework, a powerless and temperamental government under Louis XVI, and the cost of supporting Washington’s armed force in the New World all ascribed to the possible revolt. Be that as it may, it was this new belief system set upon fairness, equity and opportunity, a philosophy further powered by a portion of the thoughts that French officers came back with from America, that was the fundamental cornerstone which prompted the Revolution.

Language Learning Styles And Strategies English Language Essay

Language Learning Styles And Strategies English Language Essay Dr Georgi Lazanov, a Bulgarian defender of the quickened learning certified that human learning is the essential and natual work simpler than breathing and strolling (as refered to in Prashnig, 2004). This is by all accounts right to learning a language as a native language since we were brought into the world with a similar capacity of learning our first language so the majority of us obtain and get familiar with our first language effectively and normally. Be that as it may, the desire isn't the equivalent to procuring and learning a second or unknown dialect. In my profession of English language educating, I have seen various understudies who gain next to no ground in their language learning while the others get improved rapidly and prominently. Althought most understudies have gotten commonly equal language training at schools or colleges, they show contrasts in proficency and ability in utilizing the objective language. All in all, for what reason are some fruitful and the other s neglect to get great accomplishment in their learning? For what reason do those understudies can talk well in the objective language however the others can not convey fluenctly and unquestionably? Is it since some are more intelligent than the others? what makes the distinctions among these understudies? Various investigates on these issues have shown that every understudy lean towards various learning styles and their learning styles sway on the trategies they apply to their learning. This outcomes in learning styles just as learning systems influencing the understudies learning accomplishment (Ehrman Oxford, 1988). This revelation affirms Georgi Lazanovs conviction that learning involves attidude not apptitude. The significance of learning styles and stategies have been broadly perceived in language learning and increasingly more exploration has been done on them . Meanings of terms. As per Brown (2000, p. 113). Style is the term used to allude reliable and rather suffering inclinations and inclinations an individual has. Styles are qualities of scholarly working that make an individual novel. Styles described a people ordinary method of thingking and feeling Procedure is the term used to allude a technique for moving toward a prolem and an activity used to accomplish a specific objective. Various individuals utilized changed systems to tackle their own issues and the procedures they use probably won't be a similar time by time. A decent language student to Joan Rubin ( 1975, pp. 46-48): is a willing and exact guesser. He utilizes fitting approaches to see and procedure data. He acknowledges vulnerability and he is adaptable and agreeable in applying his capacity of speculating to investigate for and get the importance of the correspondence from the pieces of information that he is offerd in the setting in blend with utilizing his social and semantic schemata. has solid inspiration to impart. He is happy to include himself in conveying by utilizing any methods, for example, diversion, motions, spelling, rewording, innovatively shaping new words from the first ones.to express his importance or to communicate as the need should arise. isn't restrained. He is eager to commit error since he accepts botches are a piece of language learning process. He gains from his own slip-ups by attempting to get them and abstain from rehashing them. is set up to go to shape. While an ordinary student tends to percieve what they are educated in the course books or exercises in the study hall, a decent language student looks for something different past them. He is continually searching for designs in the language by examining, ordering and orchestrating it. rehearses what he has realized or procured. He discover the chances to utilize the language when possiple in class as well as outside the study hall. screens his own discourse and the discourse of others. He assesses his exhibition by mornitoring his own discourse and getting input from the audience members. He likewise mornitors the others to perceive how they utilize the language in comparision with the norms he has been educated. takes care of importance. He focuses on the types of discourse or punctuation as well as the significance of the language by arranging the importance of the message in differenct settings. Articulation about the foundation of the students in the exploration and the examination questions The students are late alumni or experienced specialists from various pieces of Vietnam selected to work for activities of Petrovietnam. They have gotten about proportionate English language instruction at school and at college. Notwithstanding, after graduation they are at various English capability levels. Like the vast majority of the other Vietnamese understudies, they can barely communicate in English. Some of them even can not peruse so anyone might hear an English perusing text fluidly. This is the most widely recognized issue for English language students in Vietnam. They are sent to PVMTC to take an exceptional course to improve their specialized information and English abilities, particularly aptitude, to play out their activity along with remote specialists in their field at modern offices or in workplaces. They have five classes every week and each class goes on for four hours. They are incredibly propelled in light of the fact that after the course, they are relied upon t o accomplish in any event 650 checks on TOIEC and to be acceptable at correspondence in all conditions so as to be named to various fitting situations at their working spot. The learning targets of the course are evident and CLT approach is picked to apply in encouraging the understudies with the goal that they can improve their open aptitudes in English. Before doing the course, the school give them an arrangement test to sort their English capability levels and put them in the diffirent fitting classes as needs be. The understudies have various mentalities and behaviuor to their language learning as is their learning viability. The high capability understudies typically seem to gain better ground, their learning result shows up superior to the low capability understudies, and particularly, their talking abilities get improved clearly. In this way, my investigation serves to discover the responses to the accompanying inquiries: What has the effect between the understudies of low and high language capability level? What is the distinction of language learning system use between EFL understudies of high and low capability levels in learning English talking in Petrovietnam Manpower Training College (PVMTC) in Vietnam? What can an educator do to help these leaners of diffirent learning styles use and join various sorts of methodologies in their English talking learning? Being unique in relation to learning styles, language learning procedures can be most likely prepared to the students. Ideally, the finding of the investigation and its commonsense ramifications could help language educators in their instructing. Liturature Review Language learning styles Learning styles are prefered ways to deal with learning, nature of a student and the manners in which the person sees and procedures data, the particular ways that an individual secures, holds, and recovers data (Felder Henriques, 1995), intrinsic and unavoidable qualities of a specific individual or a gathering of individuals (Willing, 1988), liked or habital examples of mental working and managing new data (Ehrman and Oxford, 1990), methods for obtaining knowdlege and abilities, propensities, methodologies, normal mental practices concerning learning an individual showcases (Pritchard, 2008). Or then again as indicated by Keefe (as refered to in Griggs, 1991), learning styles are the composite of trademark subjective, emotional, and physiological components that fill in as generally stable pointers of how a student sees, communicates with, and reacts to the learning condition. Various scientists have various meanings of the learening styles relying upon their view of learning and training brain research. So there are likewise unique element of learning styles and in excess of twenty dimentions of learning styles have been known so far concentrating on social, physical, environtmental inclination, character type, psychological capacity. In this paper, I might want notice the two models of learning styles that are moderately identified with language learning. VARK-Visual, Aural, Read-Write and Kinethetic Neil Fleming (1987) characterized students as per their inclination in the methods of getting, holding and handling the contribution just as playing out the yield. Visual students learn through observing and like utilizing the words that they can picture their pictures. In the homeroom, they are typically eager. They tend to interupt the others while they are talking however they are acceptable at talking and convincing. Sound-related students are great audience members. They like verbal clarification and data in expressed words. They think in a direct manner and they talk gradually. Peruse compose students appreciate composing and perusing. They feel progressively great with any information or yield in type of writings. Kinethetic students learn through manual activity utilizing faculties. They attempt new things and they gain from the mistakes they make. They will in general like managing genuine issues yet they are not exceptionally dangerous in settling on choice. The Index of Learning Styles The well known model of Learning Styles created by Richard Felder and Linda Silverman 1988 devived the learning styles into four measurements demonstrating the manners by which the students see the world. Detecting and instinctive (Perception measurement): Detecting students lean toward learning the realities. They learn best with certain and genuine data. They will in general take care of issues in a typical manner and they abhor complexities. Natural students incline toward finding posibilities and connections. They will in general like finding the significance. Data of origination, creation and hypothesis pull in them most. They don't care for repeatition. Dynamic and intelligent (Processing measurement) Dynamic students lean toward doing. They see well and keep in their psyche the given

Vertical Boundaries Of the firm - Vertical Chain and Vertical Essay - 1

Vertical Boundaries Of the firm - Vertical Chain and Vertical Integration - Essay Example The primary operational uniqueness of this brand is that it follows a creation after request arrangement module. In this method of activity, the client picks the item and the plan and the laborers build up the item as per the decision, conveying the completed furniture in two or three weeks time. The organization has a creation unit in Birmingham from where furniture orders put in its twelve showrooms all through Britain are delivered and transported. This plan gets fantastic reaction from clients who wouldn't fret the holding up time, since they realize that the piece going to be conveyed will be special and altered for their requirements. The incredible surge of requests and the company’s plan to move to new markets brought out various difficulties in vertical chain and creation the board. In any case, the firm has chosen to open new stores or showrooms in five distinct urban areas that they have not been in previously. Also, this would get orders that the Birmingham creation unit can't deal with. In this situation, the 30 worker creation unit will either should be multiplied in limit, which may influence the nature of the items or the firm needs to consider conventional vertical chain the board methods. The organization has worked utilizing the Neoclassical Economics model till date since because of its little size and promising exhibition, a great number of investors and financial speculators are intrigued and powerful in its development. Be that as it may, when they move into genuine vertical chain framework, they should guarantee that they follow the Quasi Marris monetary model which is increasingly fit for the 21st Century, and guarantee that social variables are thought about inevitably. The economy of scale here will be controlled by the quantity of family units, workplaces and edifices which use teak wood furniture or are available to

How to Conjugate the Verb Venire in Italian

Instructions to Conjugate the Verb Venire in Italian A few meanings of â€Å"venire† include: To comeTo arriveTo be slipped fromTo come overTo occurTo turn outTo be the resultTo costTo come to What to think about â€Å"venire†: It’s a sporadic third-conjugation action word, so it doesn't follow the run of the mill - rage action word finishing pattern.It’s an intransitive action word, which doesn't take a direct object.The infinito is â€Å"venire.†The participio passato is â€Å"venuto.†The ing word structure is â€Å"venendo.†The past ing word structure is â€Å"essendo venuto.† INDICATIVO/INDICATIVE Il presente io vengo noi veniamo tu vieni voi venite lui, lei, Lei viene essi, Loro vengono Promotion esempio: Non mi viene in mente (la parola). - (The word) isn’t ringing a bell. Il passato prossimo io sono venuto/a noi siamo venuti/e tu sei venuto/a voi siete venuti/e lui, lei, Lei venuto/a essi, Loro sono venuti/e Promotion esempio: Sono venuto/a qua per dirti che ti amo. - I came here to reveal to you that I love you. L’imperfetto io venivo noi venivamo tu venivi voi venivate lui, lei, Lei veniva essi, Loro venivano Advertisement esempio: Ogni domain venivamo qua, questa campagna à ¨ il mio posto preferito. - Each late spring we came here, this wide open is my preferred spot. Il trapassato prossimo io ero venuto/a noi eravamo venuti/e tu eri venuto/a voi eravate venuti/e lui, lei, Lei time venuto/a essi, Loro erano venuti/e Esempi: Eri venuto/a for each dirmi la verit, giusto? - You came here to come clean with me, isn't that so? Il passato remoto io venni noi venimmo tu venisti voi veniste lui, lei, Lei venne essi, Loro vennero Advertisement esempio: Gli venne la voglia di trasferirsi in Italia.  -The longing to move to Italy came to him. Il trapassato remoto io fui venuto/a noi fummo venuti/e tu fosti venuto/a voi foste venuti/e lui, lei, Lei fu venuto/a essi, Loro furono venuti/e TIP: This strained is infrequently utilized, so don’t stress a lot over acing it. You’ll discover it in refined composition. Il futuro semplice io verr noi verremo tu verrai voi verrete lui, lei, Lei verr essi, Loro verranno Advertisement esempio: I figli verranno dopo cinque o sei anni di matrimonio, almeno spero cosã ¬!. - Kids will come following five or six years of marriage, in any event I trust! Il futuro anteriore io sar venuto/a noi saremo venuti/e tu sarai venuto/a voi sarete venuti/e lui, lei, Lei sar venuto/a essi, Loro saranno venuti/e Promotion esempio: Sar venuto da un’ottima scuola. - He more likely than not originate from an extraordinary school. CONGIUNTIVO/SUBJUNCTIVE Il presente che io venga che noi veniamo che tu venga che voi veniate che lui, lei, Lei venga che essi, Loro vengano Promotion esempio: Penso che questo vino venga direttamente dalla Francia. - I think this wine comes straightforwardly from France. Il passato io sia venuto/a noi siamo venuti/e tu sia venuto/a voi siate venuti/e lui, lei, Lei sia venuto/a essi, Loro siano venuti/e Advertisement esempio: Mi chiedo se siano venuti in Italia per cercare la loro famiglia. - I wonder in the event that they came to Italy to discover their family. L’imperfetto io venissi noi venissimo tu venissi voi veniste lui, lei, Lei venisse essi, Loro venissero Promotion esempio: Speravo che il mio ragazzo venisse in aeroporto a prendermi. - I trusted that my sweetheart would go to the air terminal to get me. Il trapassato prossimo io fossi venuto/a noi fossimo venuti/e tu fossi venuto/a voi foste venuti/e lui, lei, Lei fosse venuto/a essi, Loro fossero venuti/e Advertisement esempio: Vorrei che tu fossi venuto/a con me. - I wish you could have accompanied me. CONDIZIONALE/CONDITIONAL Il presente io verrei noi verremmo tu verresti voi verreste lui, lei, Lei verrebbe essi, Loro verrebbero Advertisement esempio: Verrei con voi, perã ² devotional andare a scuola. - I would come withâ you all, yet I need to go to class. Il passato io sarei venuto/a noi saremmo venuti/e tu saresti venuto/a voi sareste venuti/e lui, lei, Lei sarebbe venuto/a essi, Loro sarebbero venuti/e Advertisement esempio: Avevo la febbre, altrimenti sarei venuto/an alla tua festa. - I had a fever, else I would have gone to your gathering.

Idealism, Realism, Marxism and Neo-Realism Theories Essay

Vision, Realism, Marxism and Neo-Realism Theories - Essay Example This exposition examines that neo-authenticity proposes that the kind of the political framework for singular countries can profoundly affect the global political framework. The political framework for every country advances worldwide governmental issues when it obeys and grasps authenticity and straightforwardness of international strategies. It is a potential wellspring of aggravation to universal governmental issues, particularly where intrigue gatherings and open emerge to concede the focal chiefs, for example, the United States. Worldwide establishments must be utilized to build the possibilities of global legislative issues flourishing. Prevailing countries, for example, the United States utilize universal foundations to introductory alliance. The qualities and interests of the predominant states are reflected through universal organizations. They will in general diminish the intensity of the superpowers. In any case, more vulnerable countries will consistently attempt to run c ontrary to the natural order of things to stay free guidelines of worldwide foundations. For instance, countries question U.S absence of cooperation in International Criminal Court. The centralization of intensity inside one country is tended to through ethical quality. Ethical quality cultivates serene concurrence among countries and turns into an apparatus for global participation in legislative issues. In case of war, human rights must be ensured on the planet today dissimilar to in the past where nations, for example, Russia yielded human rights to seek after forces. Authenticity hypothesis asserts to the way that countries must see how global frameworks work before meeting up to rehearse governmental issues (Kaplan).

How to Cope With Financial Stress

How to Cope With Financial Stress Stress Management Situational Stress Print Coping With Financial Stress in Your Life By Elizabeth Scott, MS twitter Elizabeth Scott, MS, is a wellness coach specializing in stress management and quality of life, and the author of 8 Keys to Stress Management. Learn about our editorial policy Elizabeth Scott, MS Updated on December 01, 2019 How Stress Impacts Your Health Overview Signs of Burnout Stress and Weight Gain Benefits of Exercise Stress Reduction Tips Self-Care Practices Mindful Living Blend Images - KidStock / Brand X Pictures / Getty Images If youre worried about money, youre not alone. Money is a common source of stress for American adults. In fact, according to the American Psychological Association (APA), 72% of adults report feeling stressed about money, whether its worrying about paying rent or feeling bogged down by debt. This is pretty significant given financial stress is linked to so many health issues.?? How Financial Stress Affects Your Health Although any stress can take a toll on your health, stress related to financial issues can be especially toxic. Financial stress can lead to: Poor physical health: Ongoing stress about money has been linked to migraines, heart disease, diabetes, sleep problems, and more.?? Left untreated, these conditions can lead to life-threatening illnesses, which can plunge you even further into debt.Delayed healthcare: With less money in the budget, people who are already under financial stress tend to cut corners in areas they shouldnt, like healthcare. According to Gallups annual Health and Healthcare poll, 29% of American adults held off seeking medical care in 2018 because of cost. Though this tactic may seem like a good way to keep costs down, delaying medical care can actually lead to worse health outcomes and higher costs,?? both of which can lead to more stress.Poor mental health: In many instances, the link between mental and financial health is cyclicalâ€"poor financial health can lead to poor mental health, which leads to increasingly poor financial health, and so on. For years, studies have shown that people in debt have h igher rates of mental health issues like depression and anxiety than those who are debt-free.Unhealthy coping behaviors: Financial stress can cause you to engage in a variety of unhealthy behaviors, from overeating to alcohol and drug misuse. According to an APA survey published in 2014, 33% of Americans reported eating unhealthy foods or eating too much to deal with stress. How to Cope With Financial Stress Learning to cope with financial stress and effectively manage your financial situation can help you feel more in control of your life, reduce your stress, and build a more secure future. Try some of the following tips to get started: Understand the debt cycle. Understanding debt is the first step to getting yourself out of it. Once you know how to break out, you can start building toward your future in a more positive way with simple habits that are easy to maintain.Create extra sources of income. If youre feeling stressed about finances, you likely already feel you need more money in your budget. But knowing how to increase your financial holdings without creating significant stress for yourself can be tricky, too. Thankfully, there are several ways to boost your income and relieve your stress.Declutter your budget. Since life is rarely constant, regular budget checkups are essential to improving your financial health. Take control of your finances by setting aside some time to schedule, organize, and declutter all of the money coming in and out of your bank account. The more control you have, the less stress you will feel.Dont forget general stress management. As you work on improving your financial situation, you can reduce stress by practicing stress-reducing techniques and making other changes to create a low-stress lifestyle. A Word From Verywell If you feel that the stress of your financial situation is too much for you to handle, its important to share your concerns and not just keep them to yourself. Talk about your money concerns with trusted friends and family. You don’t have to go into details if you aren’t comfortable with them, but the more you talk about your concerns with your support system, the less isolated and stressed you will feel. Your loved ones may even be able to offer a new perspective on what you could do differently to get your financial issue under control.

PRIVATISATION OF DEFENCE INDUSTRIAL BASE IN INDIA - Free Essay Example

Our endeavour must be to meet the twin imperatives of technological relevance and cost effective delivery. Given the expansion of our private sector, both in technical and financial terms, we are at the threshold of a future in which the private sector contributes to the national cause of high technology defence. There is need for a new institutional framework to involve the private sector, to ensure continuous dialogue as well as to provide incentives for risk taking. We should encourage substantial investment in production capabilities and also in defence related RDs.  [1] Manmohan Singh, PM of India Introduction 50. The history of involvement of private industry in defence production in India goes back to 1991  [2]  which was followed by government initiatives in 1998 to establish close interaction of MoD and services with the Confederation of Indian Industries (CII). The constitution of Group of Ministers  [3]   committee tasked to examine the Kargil debacle, the policy reforms implemented by the government since 2001  [4]  and the constitution of Kelkar committee in 2004  [5]  , were primarily aimed at overhauling the acquisition process and promoting indigenous development to achieve 70% defence requirements from indigenous sources by 2010. The major fall out of these was the Defence Procurement Procedures, DPP 2002, DPP 2004, DPP 2006 and DPP 2008  [6]  . 51. The dramatic differences between technologies used in commercial and military systems in the past have narrowed down with the changing pace of the scientific innovation in the commercial sector especially in the fields of nano-technology, robotics, computer simulation, and stealth technology. As a result, military organizations in developed countries have turned to commercial sector for dual-use technologies and new breakthrough scientific discoveries especially with the decline in the defence spending in post Cold-War era for reasons economic as well as political. Emerging Private Sector 52. In the last two decades, the Private Sector has expanded immensely  [7]  with the DPSUs outsourcing more than 30% and OFs outsourcing 80%. The private sector can produce much more efficiently in a much less time frame and hence their role in Indian defence industry cannot be underestimated despite their constraints. Various private sector companies have ventured into the defence sector and have been issued license by the government. These companies have already taken up production of defence equipment by entering into joint venture (JV) with many foreign companies. Some of these are  [8]  :- Mahindra Mahindra Ltd, New Delhi. Larsen Toubro Ltd, Mumbai. Max Aerospace Aviation Ltd, Mumbai. HBL Power Systems Ltd, Hyderabad. Ramoss India, New Delhi. Tata Motors Ltd, Mumbai. Alpha Phazotron Radar Equipment Systems Pvt Ltd, Bangalore 53. EADSs helicopter subsidiary Eurocopter is associated with HAL since 1962, manufacturing more than 600 Alouette 3 and Lama (known as Cheetah and Chetak locally) helicopters. EADS has plans to set up pilot training facilities in India for the civil and military segments and plans to invest ÃÆ' ¢Ãƒ ¢Ã¢â€š ¬Ã… ¡Ãƒâ€šÃ‚ ¬7-8 billion ($9.5-11 billion) over the next 10 years. 54. In Nov 2009, Mahindra Group created Mahindra Defence Systems in India  [9]  which is a JV with BAE Systems. Mahindra Group has simultaneously acquired majority stakes in two Australian defence companies, Aerostaff Australia and Gippsland Aeronautics, signalling its entry into the defence and aerospace business. Tata has entered into JV with AgustaWestland to assemble the AW119 in India. 55. Honeywell Aerospace  [10]  , which provides integrated avionics, engines, systems and service products for the aerospace industry, is one example. The US Company has a design and development centre in India that it hopes to expand in the coming years. Airbus has set up the Airbus Engineering Centre India in Bangalore wher e local engineers help develop capabilities in modelling and simulation, covering areas such as flight management systems and aerodynamics, to help in the design and production of aircraft such as the A380 and the A350. It is also working with Indian IT firms such as CADES, HCL, Infosys, Quest and Satyam to offer support across various aircraft programmes. 56. India has an inherent edge over several other nations because of higher skills and lower costs of production. This makes India an ideal contender for joint ventures. HAL has entered into joint ventures with many overseas aviation system companies to undertake design and development of new systems in India. Some of these are the BaeHAL, HAL Edgewood, HELBIT etc. Many other software and hardware giants involved in the aviation hardware and software development especially in the embedded and real time system domain have also established their facilities in Bangalore. Some of these are GE Intelligent Systems, Honeywell, etc. 57. Given their rapid growth over the last decade, it is perhaps no surprise that Indian software companies such as HCL, Infosys, Infotech, Tata Consultancy Services and Wipro have been active in the aerospace industry for several years. Increasingly, they are benefiting from the engineering services outsourcing programmes. This will help India evolve from IT and low-end business process outsourcing work to high-end design services. Overseas companies view the Indian companies as long-term partners and not as mere suppliers/vendors  [11]  . Initiatives 58. The initiatives undertaken by government towards promoting involvement of private sector industries towards high end defence requirements are:- Opening up of defence sector (in 2001) for 100% participation by Indian private sector and upto 26% FDI. Provision of the offset clause in DPP for any procurement from a foreign vendor beyond 300 crores. Introduction of a procurement clause Buy and Make (Indian).This clause is expected to create a positive impact on the private sector industry and could encourage formation of joint ventures or alliances for co-production with Indian companies. Issue of RFP to Indian private sector and the companies having a greater say in negotiations, in obtaining technology from foreign Original Equipment Manufacturers (OEM) as well as in co-production. Sharing of information on long term perspective plan with the Indian industry and the involvement of the domestic industry in acquisition planning. Funding RD cost to the extent of 80 per cent by the Government. Non starters 59. Inspite of the various measures taken, there has been no remarkable change in the current state of indigenisation. Only a few of Indias top private sector companies are involved in certain small value defence contracts. It needs to be realised that the goal of self reliance would remain a pipe dream if it is to be achieved by just banking on public sector alone. 60. The involvement of private sector is mandatory to harness the best technology available and reduce imports. Considering the measures taken over the last two decades, India presently is far from achieving the indigenous figure of 70%. Equipment worth $50 billion has been bought from foreign suppliers in the last decade with the expenditure likely to touch $100 billion in the coming decade. The reasons to these are:- A number of defence-industry seminars, conferences and exhibitions have been held in the recent years but old mindsets, complex procurement procedures and clout wielded by the public sector have bee n acting as major deterrents to any meaningful participation of the private sector. Inspite of policy reforms of 2001, at the Defence-Expo 2010 the foreign defence majors were still lined up to display their wares. Hence, the efficacy of the initiatives of 26% FDI needs to be given a relook. While we trust foreign suppliers (essentially because there are few alternatives) governed as they are by their respective national laws that have in-built sanction mechanisms to restrict supplies in various situations, we have not extended the same trust quotient to Indian Industry. As on date the private sector is at a distinct disadvantage as against OFs and DPSUs. The OFs and DPSUs have a non-competitive edge, because of its close proximity to the MoD. In all deals under TOT, default agency that receives the benefit is always a DPSU, even if a private sector company is better placed in terms of know-how to absorb the technology and the available infrastructure. The private sec tor is also inhibited by technical limitations primarily due to its late entry into the defence industry and needs to institutionalise joint ventures with established foreign defence majors. However, the FDI cap of 26% is an impediment. Way Ahead 61. The role of the Department of Defence Production thus needs to be drastically retooled to evaluate Indias requirements not in a public sector context but a larger India paradigm. Essentially the initiatives needed are:- De-licensing. The licensing system needs to be given a relook or done away with for manufacturing of defence equipment by private companies except for very critical products. Foreign Direct Investment. FDI limits should be enhanced to 49% for all defence production with sensitive content and in non-sensitive areas raised to 76 or even 100 per cent. This would obviate the need for government to defray 80 per cent of the RD costs. Private Equity Participation Government must seriously consider private equity participation in the defence-related public sector to unlock their potential and maximise returns on sovereign investment over the decades Developmental Partners. During development phase suitable industrial entities needs to be identified to parti cipate in the activity as developmental partners. Limited Series Production (LSP). After joint development, the industry partners needs to be co-opted for execution of LSP that can meet the service requirement. Bulk Production Bulk of production needs to be outsourced to private players in a phased manner over several years. This could ease the problem of available OFs and DPSUs while at the same time utilise the resources available in these public establishments. Spin-offs The spin-offs from the defence technology need to be exploited in the commercial domain by effecting required repackaging/modification. Marketing. Scope also exists for industry to seek potential market for these products in India/Abroad with due approvals. Also the collaboration of private companies needs to be exploited for marketing of the products. Tax benefits. The government needs to provide a level playing field to private industry in terms of excise and custom exemptions for imports of cert ain components to be utilised in defence equipment. Promoting Interactions. DRDO has been actively promoting private industries participation in its entire gamut of activities by regularly interacting with the interested players as well as with organizations such as CII, FICCI, ASOCHAM. DRDO has organized several DRDO-Industry meets to appraise industry veterans about opportunities awaiting them in Defence RD. This would defineitely help in exploiting the available expertise in industry. Sponsored Research. Government needs to look into orient the fresh brains in the IITs, NITs and other educational institutions in India towards RD of the projects in hand as well as perspective projects. This can be taken up through Sponsored Research as well as industrial consultancy. Public Private Partnership. There is a need to promote public private partnership as the public sector has excellent infrastructure, manufacturing facilities and a highly experienced task force. It will be a waste of national resources if these assets are duplicated by the private sector. The private sector, on the other hand, can bring in latest technology, managerial practices, marketing skills and financial management. Therefore, a well-blended fusion of both will result in synergising of their strengths through economies of scale and prove mutually beneficial. Joint Ventures. The Brahmos project, which is the governmental level collaboration between the GOI (Bharat) and Russia (Moscow), is one good example of implementing organisational level change. The same needs to be followed up in other projects in pipeline. NOTES AND REFERENCES

The Antagonistic View of Sexuality in OConnor Wise Blood...

The Antagonistic View of Sexuality in Wiseblood In the novel Wiseblood, by Flannery OConnor, one finds an unpleasant, almost antagonistic view of sexuality. The author seems to regard sex as an evil, and harps on this theme throughout the novel. Each sexual incident which occurs in the novel is tainted with grotesquem. Different levels of the darker side of sexuality are exposed, from perversion to flagrant displays of nudity. It serves to give the novel a bit of a moralistic overtone. The Carnival Episode illustrated Hazels first experience with sexuality. The author depicts an incident surrounded by an aura of sinfulness. Indeed, the shows promoter claims that it is SINsational. In his anxiousness to view the†¦show more content†¦He feels ashamed for having gone inside the tent, and punishes himself. Here, it is evident that the author means to show that Sexuality is a sinful creature. This moral tone is reinforced by the behavior of his parents during the episode. Whilst inside the tent, Hazel hears his father remark appreciatively about the nude body: Had one of themther built into ever casket, be a heap ready to go sooner. After returning home, Hazels mother realizes that her son has experienced something that he should not have, and confronts him about it. Though he does not admit what he has done, he proceeds to punish himself. It is inferred that Hazel respects his mothers attitude toward the matter. OConnor seems to propose that Hazel must do penance for what he has done, or, on a larger scale, for witnessing vulgar displays of sexuality. Perversion reaches its height when OConnor introduces the reader to Enoch Emery. During Enochs various dealings with women, one witnesses vulgarity in all its forms. The events surrounding the first of these incidents is tinged with a bit of mystery. OConnor paints the portrait of a Peeping Tom, an adolescent Enoch Emery watching a topless woman sunbathe while hidden in between abelia bushes. Strangely enough, the woman has a long and cadaverous face, with a bandage-like bathing cap. Ironically, the woman also has pointedShow MoreRelatedOrganisational Theory230255 Words   |  922 Pagesand provides an advanced introduction to the heterogeneous study of organizations, including chapters on phenomenology, critical theory and psychoanalysis. Like all good textbooks, the book is accessible, well researched and readers are encouraged to view chapters as a starting point for getting to grips with the field of organization theory. Dr Martin Brigham, Lancaster University, UK McAule y et al. provide a highly readable account of ideas, perspectives and practices of organization. By thoroughly

A Utopian Society By Russel Jacoby - 1129 Words

A utopian society is fictional society in which everything from social standards and political ideas are done in such a way that leads everyone to live in a harmonious state. Russel Jacoby, a historian, noted two forms of utopias; â€Å"blueprint utopianism,† which more along the lines of a model or outline of a utopia in which a government could follow, this is the one Thomas Mores book is more likely to fall under, the other type is â€Å"iconoclastic utopianism,† is the one that is much more idealized and is more open ended (Greene). Everyone has their own idea of what their utopia would include, Thomas More appeared to have had one himself even writing a book about his own ideas of how he believed the world could be improved. The main problem with utopias though is how easy it is for them to turn into a dystopia due to everyone’s varying personalities and ideals, and Mores version is no exception. From very early on it is clear More’s religious views play a large part in writing this perfect society being as the character from Utopia is referred to as Raphael, a name also given to one of the archangels in the bible, and while religious freedom is viewed as a positive in the text his live outside of the book proves he was very likely against this idea. It is best worded by Stanford Kessler in their article â€Å"Religious Freedom in Thomas More’s Utopia† It is not clear, however, that More ever considered anything like Utopian religious freedom desirable for Europe. As Lord ChancellorShow MoreRelated Invisibility Over Negation in Invisible Man Essay3861 Words   |  16 Pagesthe words he has heard on that very campus:   he is nobody; he doesnt exist (143).   Hence, Invisible Man is foremost a struggle for identity.   Ellison believes this is not only an American theme but the American theme; the nature of our society, he says, is such that we are prevented from knowing who we are (Graham 15).   Invisible Man, he claims, is not an attack on white America or communism but rather the story of innocence and human error (14).   Yet there are strong racial and political

The Industrial Revolution that Changed the Face of the World

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Developing Fluency Requires A Balance And Connection...

Developing fluency requires a balance and connection between conceptual understanding and computation proficiency. Computational methods that are over-practiced without understanding are forgotten or remembered incorrectly. Understanding without fluency can inhibit the problem solving process. (NCTM, Principles and Standards for School Mathematics, 2000). Adding It Up (National Research Council, 2001), and influential research review on how children learn mathematics, identifies the following five strands of mathematical proficiency as indicators that someone understands (an can do) mathematics (Van de Walle, Lovin, Karp, Bay-Williams, 2014, p. 2). The five strands the National Research Council (2001) identified are: Conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. These five strands are interdependent and interwoven, as the development of one strand aids the development of the other strands. Conceptual understanding is an important component of proficiency, along with factual knowledge and procedural competence. O’Connell SanGiovanni (2013) noted there are no â€Å"tricks† in math and the understanding math makes it easier (p. 6). Setting up opportunities for students to discover rules or generalizations allows them to exercise reasoning skills as they are making sense of math concepts. Once students understand the process of multiplication they are ready to focus on the number patterns andShow MoreRelatedFundamentals of Hrm263904 Words   |  1056 PagesChapter 2 UNDERSTANDING HRM The Dynamic Environment of HRM 2 Fundamentals of Strategic HRM 28 PART 2 Chapter 3 Chapter 4 THE LEGAL AND ETHICAL CONTEXT OF HRM Equal Employment Opportunity 56 Employee Rights and Discipline 84 PART 3 Chapter 5 Chapter 6 Chapter 7 STAFFING THE ORGANIZATION Human Resource Planning and Job Analysis 110 Recruiting 132 Foundations of Selection 154 PART 4 Chapter 8 Chapter 9 TRAINING AND DEVELOPMENT Socializing, Orienting, and Developing EmployeesRead MoreProject Mgmt296381 Words   |  1186 Pagessystem (.1) 6.6 .2.1 Time performance 7.2.3.1 Cost baseline development 7.3.2.1 Earned value system (F.4) 7.3.2.4 E.V., performance status report 7.3.2.2 E.V., forecasts 7.3.2.3 EV., to complete index (EAC) 7.3.2.5 Schedule and cost variance Developing a Project Plan 4.2.2 Planning tools 6.2 Sequence activities [1.2] 6.5.1 Bar and milestone charts 6.5.2 Critical path method (.2) 6.5.2.6 Lead and lag activities [6.2.3] F.3 Project duration Chapter 14 Project closure Closure report 4Read MoreStrategic Human Resource Management View.Pdf Uploaded Successfully133347 Words   |  534 Pages............................................... 720 xi STRATEGIC HUMAN RESOURCE MANAGEMENT Table of Contents xii SECTION ONE STRATEGIC HUMAN RESOURCE MANAGEMENT Section One An Investment Perspective and Human Resources The conceptual framework for this text begins with an investment perspective for guiding managerial strategic decisions regarding human resources. Human resource management practitioners and management scholars have long advocated that human resources should be

Embed Functional Skills in Your Specialist Are Free Essays

Theory 5: Evaluate a range of ways to embed elements of functional skills in your specialist area. Functional skills, according to the definition by the Qualification and Curriculum Development Agency (www. qcda. We will write a custom essay sample on Embed Functional Skills in Your Specialist Are or any similar topic only for you Order Now gov. uk) are practical skills that people need in order to function in everyday life. These skills are practical skills in using the English language, Mathematics and Information and Communication technology (ICT) that will enable individuals with the essential knowledge, skills and understanding to perform confidently, effectively and independently to progress in their education training and employment. As an educator you should be able to embed these skills in the curriculum catered for the foundation levels and level 2 Diplomas and GCSE, and as a stand alone qualification by its own right. In general almost every subject provides an opportunity to improve on functional skills. In the subject area I have chosen, functional Mathematics are embedded by including various methods of calibrating measuring equipment, making actual measurements and calculations. In addition, accuracy, reliability, errors and by comparison to true values, functional Mathematics can be used to determine the level of skills for upper levels (Level 2). Functional English can be embedded by getting the students to collate all evidence in a meaningful way and present it orally to an audience or in a written form thereby giving an opportunity to gauge their skills in English. Embedding ICT can be achieved when using a computer to research and obtain material that is relevant which will give an indication to their ability to read and understand. The level of writing and ICT skills can be tested by getting them to produce a report using a word processor including all its inbuilt functions, such as Spell check, Grammar, Thesaurus, layout and Printing etc,. In addition, presenting data in a structured way using a spreadsheet and develop presentation skills by designing and presenting using software such as PowerPoint. To have a meaningful impact on the learner, the curriculum should be designed so that it will encourage the use of all these skills in an integrated way where all skills are embedded within it. Bibliography: Gravells, Ann â€Å"Preparing to Teach in the Lifelong Learning Sector† Third Edition, 2008. Cowley, Sue â€Å"Guerilla Guide to Teaching† Second Edition, 2007. http://curriculum. qcda. gov. uk/key-stages-3-and-4/skills/functionalskills/index. aspx How to cite Embed Functional Skills in Your Specialist Are, Papers

Book Summary Essay Research Paper Man Against free essay sample

Book Summary Essay, Research Paper Man Against Darkness W.T. Stace Man Against Darkness is an essay written by W.T. Stace. He presents the philosophical background for the experiential stance of the modern universe. He tries to explicate why faith no longer plays an of import portion in the modern universe and what causes people to lose religion in faith. He begins his essay by explicating the point of view of the Catholic bishops of America and compared it to the thought of Jean-Paul Sarte, the Gallic existential philosopher philosopher. The bishops believe that the helter-skelter province of the modern universe is due to adult male s loss of religion, and the forsaking of God and faith. W.T. Stace does non believe in faith at all, yet he wholly agrees with the bishop s statement. Jean-Paul Sarte is an atheist and his position besides supports the statement of the bishops. We will write a custom essay sample on Book Summary Essay Research Paper Man Against or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Jean-Paul Sarte explains that, in the early yearss work forces depended on God as the beginning of moral ideals. Now, work forces understand that the universe is non ruled by religious forces, but instead by unseeable forces. Therefore ; our ethical motives must come from our head, and we are the 1 who decides what is right and what is incorrect. Stace, so subsequently goes on to explicate Mr. Betrand Russel s thought, which was different from both the bishops and Jean-Paul Sarte. Mr. Russel believes the faith has done more injuries than good and the disappearing of faith will be a approval to human being. Mr. Russel s thought is the same as that of M. Sarte. He stresses that adult male is entirely and friendless in the universe. Mr. Russel besides notes that scientific discipline produced such state of affairs. It is scientific discipline that made people lose religion in faith. Stace explains that scientists do non interested in inquiries such as is there god? Or what s the significance of life? They merely interested in understanding the procedures instead than the intents. They merely ask inquiries that begin with how but non why. Along with the ruin of the spiritual vision there went the ruin of moral rules and values. Ethical motives are human innovations. It is us who decide what s right and incorrect. It s a affair of sentiment. Morality is unsafe and it leads to chaos in society. Philosophers who see the danger attempt to give ethical motives a new foundation that does non affect spiritual thought. Stace references that philosophers may be able to make up ones mind what are good and bad, but the great multitudes of people may non be able to make so and the consequence will be catastrophe. Some people suggested replacing old faith with a new one, but Stace predicts that it will neglect. Why? Because work forces have lost the belief hence ; it can non be revived. Some proposed that we should turn to science itself, or the scientific spirit, for our redemption. Another inquiry that came up in the essay is can the whole civilisation live without faith? W.T. Stace explains that it is possible for educated work forces, philosophers, scientists, intellectuals, to populate their moral lives without faith, but he does non believe that the whole civilisation including the uneducated can make so. W.T. Stace sums up his chief thought in the decision of the essay. He states that work forces in the early clip are violent and as clip passed by the development of human civilisation made morality connect with faith. If modern adult male live without faith, they will drop back into the early stage, when work forces were violent and barbarous. After reading this essay, I have gain an apprehension of how of import faith is. I believe that faith have shaped up my ethical motives. I agree with Stace on many parts in the essay. I agree that we can non replace old faith with a new one, because one time work forces lose religion about something, they will non be able to travel back and believe in it once more. I do non hold that work forces lose religion in faith because of the scientific revolution. I believe that work forces are smart plenty to be able to understand nature without affecting the inquiry with God. When I was immature, I asked my female parent why does it rain and she answered that it is because God is shouting. I knew that it wasn t true. I didn t know what is rain, but I do cognize that it is non because God is shouting. I think that people are losing religion in faith because faith is non pure any longer. For illustration, many monastics are ravishing misss and got off with it because they have money to pay th e constabulary. The money came from us who devoted ourselves to religion because we genuinely think that faith is pure. I stopped believing in faith long clip ago and it s non because of scientific revolution. I lose my religion in faith because I think that I make my ain fate and there s no 1 in the sky to assist me populate my life. I choose what I want to be and where I want to travel and everything is based on my determinations. Whenever I fell, I couldn t see any manus making down from the sky to assist me. I solve my ain jobs and I can merely depend on me. That s why I do non believe in faith.

Thich Nhat Hanhs Engaged Buddhism

Dialogue and Interreligious dialogue Interreligious dialogue is a conversation and exchange of valuable ideas between religions and faiths for the purpose of discussing the subject of love, non-violence, and solutions to problems and ills of the present world. Renown personalities who have advocated this noble work, such as Thich Nhat Hanh, Thomas Merton, the Pope, and other religious personalities, renounced violence, injustice, and human rights.Advertising We will write a custom dissertation sample on Thich Nhat Hanh’s Engaged Buddhism specifically for you for only $16.05 $11/page Learn More However, most of these religious personalities like Nhat Hanh and Merton are apolitical or they don’t indulge or involve themselves in political issues. Nhat Hanh for example, when he was advocating for the end of the war in Vietnam, did not want to take sides, that’s why he was constantly misunderstood by the communist government, making his l ife in danger. He was merely advocating for the end of the war by suggesting peaceful means, i.e. talk or dialogue between opposing parties with contrasting ideologies. He suggested that interreligious dialogues could do this, and people in different religions could lead an open communication so that political leaders don’t need to propose war and instead advocate peace. Moreover, Buddhist monks in Vietnam during the war proposed another alternative to the result of the war, other than what North and South Vietnam wanted, and that was to submit to what the majority of the people really wished for (Queen and King, 1996, p. ix). As we later came to know, no side would give in, and so the war continued. Interreligious dialogues have been conducted by Buddhist and Christian monks purposely to talk about religion, peace, and love. A historic event on the subject of interreligious dialogue occurred in 1978 when the Monastic Interreligious Dialogue was convened, which started a seri es of meetings and fruitful discussions between Buddhist and Christian monks. Thomas Merton and Thich Nhat Hanh were both active participants to this kind of dialogue. The duo’s first meeting was in 1966 in the Abbey of Our Lady of Gethsemani in Kentucky. This was a memorable event for the two and for their supporters who saw in the meeting the start of further religious dialogues amongst the various religions which have fostered love and non-violence. Further progress on the subject of interreligious dialogue was promoted by other well-known personalities on non-violence, for example the Dalai Lama, who suggested a convention for various religious orders to be conducted in Gethsemani.Advertising Looking for dissertation on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This was participated in by monks and nuns from the Buddhist traditions and from the Benedictine orders of the Catholic religion. Thomas Merton was honored in this interreligious meeting as a memorial when he died in an accident years before.1 Interest in interreligious dialogue has been promoted in major religions throughout the world because of the positive results it has brought about for the cause of peace, considering that war is instigated by various groups or countries with different religious orientations. In 1962, the Catholic religion through Pope John XXIII proposed more meetings with the different religions. This was enhanced with moves made by the World Council of Churches, a union of different Protestant denominations, in promoting dialogues and cooperation amongst different faiths. Up to now, interreligious dialogues serve its purpose of promoting peace and non-violence in a world plagued with so many ideologies, different selfish interests, and competition to be master of the world. The importance of interreligious dialogue to Thich Nhat Hanh Interreligious dialogue means the sharing of religious beliefs, ideas , concepts and notions among religions. This is very important in Nhat Hanh’s life as a Buddhist because in doing so, it led to his personal transformation. It is through experience that religion becomes meaningful2. Nhat Hanh learned to appreciate the teachings of Jesus that he now has an image of Jesus beside the images of Buddha in his personal altar. Nhat Hanh learned many lessons and teachings of Christianity but did not compromise his own faith in Buddhism with that of Christianity. He learned to engage with other faiths and deepened his own faith. With his dialogues with other religions, Nhat Hanh experienced personal transformation instead of the widespread fear of losing one’s religious identity. (King, 2001, p. 7)Advertising We will write a custom dissertation sample on Thich Nhat Hanh’s Engaged Buddhism specifically for you for only $16.05 $11/page Learn More Nhat Hanh and Thomas Merton deepened their own faiths by studyi ng other religions. They reached out to other faiths, religious communities, and exchanged ideas and religious beliefs with them. Thomas Merton had a one-on-one dialogue with the Dalai Lama, and with this experience he enriched and deepened his spirituality. The same with Nhat Hanh; he welcomes personalities of diverse faiths to his own seminars or workshops and retreats and share religious ideas with them. If he finds something very important in their religious beliefs and teachings, he advises them to return and review their teachings and learn to rediscover or restudy them in order to have more enlightening experience in their own faiths. Robert King (2001, p. 23) suggests that interreligious dialogue can lead us to better understand other religions and allow us to cooperate with them in addressing the social problems of the world today. The many social ills and problems of the world like famine, war, human rights issues, and natural calamities can be addressed through sharing an d collaboration amongst the different religions. Through sharing and exchange of religious ideas, we can also confront the iniquities and injustice that our fellow human beings experience, especially those living in developing and impoverished countries. We can also answer and stop the continuous environmental degradation that is going on through a collaborative effort among religions. Thomas Merton and Thich Nhat Hanh continued their journey of spiritual transformation by practicing the so-called engaged spirituality, and it is just noble that we have to emulate their example. Nhat Hanh for one exemplifies the notion that experience is more important than words3; thus experience with fellow religious people and other human beings is of paramount importance. From the time Nhat Hanh and Thomas Merton met at the Abbey of Our Lady of Gethsemani in Kentucky up to the latter’s death, they continued their dialogue or exchange of correspondence, friendly notes, made comments in each others’ published books, and became close as brothers, understanding each others’ culture and religion. Promoting dialogue among religions of the world then became one of their objectives in life. Thich Nhat Hanh’s Plum Village in France is open to all religions and faith. Here he conducts retreats and workshops, teaching and learning people from other faiths, and inspiring them in the life of contemplation and Buddhism. He asks his listeners to return to their faiths and examine first their own teachings and lessons before having an involved interest in Buddhism. (King, 2001, p. 23)Advertising Looking for dissertation on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More We can also see how Nhat Hanh values dialogue between different faiths. He welcomes everyone’s ideas and does not seem to oppose them, although he makes suggestions. His ideas and philosophies are all about openness to other’s religion and philosophies. His friendship with Thomas Merton became extraordinary in the sense that they agreed in the objective of Christianity and Buddhism which seem to point to one direction. Nhat Hanh was a war activist and was leading the opposition to the Vietnam War. He and Merton had a dialogue, and along with the other monks, discussed the causes and reality of the war. They agreed that the war was a spiritual crisis and the religious and contemplative sectors should be concerned about it. Nhat Hanh became actively involved in protesting and ending the war; he wanted to prepare his country for peace. Together with other religions, especially the Catholic, he organized the youth of Vietnam in bringing about peace. He was also instrumenta l in setting up the Buddhist Peace Delegation in Paris. (Kiblinger, 2005, p. 92) Through the meeting and dialogue, Nhat Hanh and Merton developed a spiritual bond between them. They both defended their stand against the war and their love for peace. Thich Nhat Hanh’s use of Christian topics such as ‘love’ and ‘non-violence’ Thich Nhat Hanh preaches happiness and true love: that both should exist and that happiness can only be attained with true love. This is to follow the teachings of Buddhism which has offered meditations on love. True love can heal and change adverse situations into something worthwhile and meaningful. Thich Nhat Hanh quotes the teachings of Nagarjuana, a Buddhist philosopher, that if we practice the â€Å"Immeasurable Mind of Love†, we can erase anger in our hearts. If we practice the â€Å"Immeasurable Mind of Compassion†, we can blot out anxieties and sorrows in our hearts. If we practice the â€Å"Immeasurable Mi nd of Joy†, we can get away from sadness and joylessness in our hearts. Finally, if we practice the â€Å"Immeasurable Mind of Equanimity† we can erase hatred, aversion, and attachment in our hearts.4 Engaged Buddhism promotes love for others by helping and by being aware of the ills of the world.5 During the Vietnam War, Nhat Hanh was active in ending it through the principle of non-violence. He, along with Thomas Merton, advocated non-violence and agreed that the Vietnam War was caused by a conflict in spirituality. Thich Nhat Hanh, who is the originator and the first to coin the term ‘Engaged Buddhism’, preaches the teachings of Buddha, that these should be studied and followed in order to know the real meaning of love. The Brahmaviharas refers to the four elements of true love, which are love, compassion, joy, and equanimity, and should be constantly practiced if we are to live with the Brahma, the Universal God, in heaven. (Nhat Hanh, 1998, p. 1) The t eachings of Buddha about love are explained wonderfully in the Metta Sutta which is the Discourse on Love. Thich Nanh Hanh explains that we can attain peace in our hearts through the things we do, like being upright or humble, and use words in our speech that express love. We have to live simple lives and learn to be happy by calming our senses, and not to be carried away by the emotions of others. We should learn how to be peaceful and calm within because by doing so we can influence others how to be peaceful and calm too, instead of them to influence us6. The Buddha not only taught love and lived with love, he also wished others (us) to be happy and safe, and our hearts to be filled with joy. Buddha wished peace and tranquility for everyone and everything. Peace for all human beings and all living things is Buddha’s blessing and prayer.7 Promotion of non-violence is one of the tenets of Buddhism, wrote Nhat Hanh. This is also taught in the Fourteen Precepts of Engaged Buddh ism8. We should not do harm to our fellow human beings, even to animals, nor should we think ill towards them. Anger and ill will should not be felt, if possible, so that harm will not be done on others. Our love of others should be expressed like a mother’s love and protection to her only child, even risking her life for her child. We should have no limit for our love to the world, and this includes the environment and all the living things in the world. Love should be boundless, that means with no boundaries, it should extend up to the remotest corners of the universe. Love knows no barriers or obstacles, and our hearts can learn no hatred and enmity. Whatever we do, whatever is our activity, whether working, or just sitting down, we should express love in our hearts.9 In other words, if we have to express love, we should do and feel it with the noblest intention. It is pure love, and this can only be felt by someone who has attained the Buddhahood. The Buddha also taught h is disciples the ways and methods in practicing love. If we are filled with love, we have to send it to only one direction, this should be done several times, up to four times, and after one direction it can be sent in other directions, either above or below. The mind of love has a wide scope, and can grow far and wide until it can embrace the entire universe. This can also be done with other positive traits such compassion, joy and equanimity.10 We can also do this by being alone, meditating, and looking deeply into our own inner beings. This should be practiced over and over so that our love increases and can spread out to other places and people. We should learn to practice seeing with love because by doing so we forget and blot out anger and hatred in our hearts. While there are these negative emotions in us, we cannot feel real love. The Path of Purification11 tells us that we know our practice of meditation has achieved some form of success in our mind if we feel: we are rela xed in our sleep, we do not experience nightmares anymore, we are at peace and at ease with the world when we are awake, we don’t experience depression anymore, and we feel we can love and be loved by everybody. (Nhat Hanh, 1998, p. 17) Thich Nhat Hanh’s ideas and reflections on non-violence is widely accepted and admired throughout the world, and he has been acclaimed as one of the best sources on the topic of peace and reconciliation. We should be concerned and engaged to the suffering of the people, especially those who are caught in the middle of war. We have to attend to the victims of war and violence because by doing so we follow and practice the teachings of Buddha. Suffering is a part of being a Buddhist. Suffering can be felt in heaven and on earth. We suffer when we know and feel compassion to the victims of suffering. Thich Nhat Hanh says that we should not avoid suffering, instead we have to know and understand it. He describes suffering as being the Nobl e Truth. Nhat Hanh explains how violence should be met and solved by way of non-violence. Terrorism cannot be met and solved with anger. You have to understand the causes of terrorism. You cannot solve violence with violence. Terrorists are angry at something, at some causes, and in order to calm them down, you have to understand what causes them to be angry.12 The war in Iraq and Afghanistan is caused by anger met with anger. Nhat Hanh explains that the terrorists who attacked the United States on September 11, 2001, were angry at the American people. But then, the United States met anger with anger. They retaliated by attacking Iraq and Afghanistan. You cannot solve terrorism with violence. This is just like solving terrorism with terrorism. Thich Nhat Hanh’s ‘mindfulness’ and ‘interbeing’, and the Tzu Chi Foundation ‘Mindfulness’ and ‘interbeing’ seem to be obscure words in the vocabulary of a non-Buddhist but to a real E ngaged Buddhist, these are words he/she has to encounter, understand and live with in order to reach the state of a fulfilled Buddhist. That may not be far from what a Buddhist aspires for. An Engaged Buddhist can always aspire to being alone in meditation, but he has to care for the world, to be aware of the suffering and the injustice people are experiencing. The Order of Interbeing is a religious order in Buddhist tradition composed of religious persons like priests and nuns, and also laymen and laywomen, whose vow or mission as religious people include studying, practicing, and observing the Fourteen Mindfulness Trainings of the Order of Interbeing. This discipline or way of life promotes the tenets of Buddhist morality and the religion’s social awareness principles. The Vietnam War, which according to Thich Nhat Hanh is a war of ideologies13, was only starting and the Vietnamese people were concerned of their safety and future in the midst of chaos. During the war, no on e seemed to think about religion but the members of the Order of Interbeing experienced calm and serenity in the midst of war and violence. However, they were not lost from the happenings of the world. They continued to help the victims of violence, organized rallies, wrote and published articles and books against the realities of war. They still observed their Day of Mindfulness at each weekend.14 We should care for the victims of war and violence by easing their pain and suffering. A Buddhist who does this becomes one with suffering. According to Thich Nhat Hanh, the discipline for the Order of Interbeing is the Fourteen Mindfulness Trainings which is itself the precepts in the Brahmajala Sutra. These are concerns of our lives and not mere ideas, i.e. we have to act and not just be concerned with words15. The trainings are interrelated or interconnected. The mindfulness training leads us to the understanding of the interbeing, which means we cannot be selfish and look only for our own selves but we have to connect ourselves with others. We have to be aware of ourselves, of our minds, and of the world around us. Through this discipline and training, we can lead happy lives, aware of the world, seeking and providing solutions to the problems of everybody or of the world. We are also able to work for peace in our own simple ways without engaging in war. Practicing the Fourteen Mindfulness Trainings is a way of becoming a community leader and an organizer in the community. This is a way of involving one’s self, one’s energy and time, for the concerns of the community. This is real Engaged Buddhism (Nhat Hanh, 2008, p. 161). The Tzu Chi Foundation is a great example of Engaged Buddhism, and the people who founded and served in the Tzu Chi Foundation must be observing and practicing the Order of Interbeing. The name that is synonymous with Tzu Chi is its founder Chen Yen. Tzu Chi Foundation founder Cheng Yen is a venerable nun who was asked by about thirty women not to leave Taiwan. She consented to the request of the women only if they commit themselves to the cause of the mission she and her followers were advocating and have dedicated their lives. It was a mission of charity for the distress people of the community – Cheng Yen asked them to be involved in Engaged Buddhism. The thirty women consented and committed themselves, and thus started the Tzu Chi Foundation which has now grown so large. It has now over five million members worldwide, owning hospitals, television station, a university with a medical school, with millions of followers all ready to help anyone in need. (Huang, 2009, p. 1) Cheng Yen came from a poor family. She left home at a young age of 24 to become a nun. She personally shaved her head, started serious meditation and studied the Lotus Sutra. Solitary meditation without the formalities of ordination was her way of following the tenets of the Taiwanese Buddhism. (O’Neill, 2010, p. 9) A cert ain monk, named the Venerable Yinshun, decided to be Cheng Yen’s tonsure master for her to be formally ordained in 1963. It was Yinshun who first advocated the Humanistic Buddhism, or what was formally named ‘Buddhism of the Human Realm’. Cheng Yen thought of an organization to help alleviate the plight of the poor by helping them in their medical needs, education, and guide them to rise from poverty. Cheng Yen was challenged by some Catholic nuns, in one of their interreligious dialogues, that Buddhism was not concerned of the world around us and was only concerned of their own selves. Cheng Yen was not only challenged, she did far beyond the call of a Buddhist nun. Cheng Yen thought of organizing the Buddhists who had remained in their homes or monasteries and were not in touch to the world. Tzu Chi therefore is a form of engaged Buddhism because it involves the Buddhists in social and charitable work, disaster relief, and environmental concerns. (Balfore et al . 2000) From this experience, Cheng Yen felt a self-transformation, suggesting that Tzu Chi is a religious transformation by itself. Moreover, Tzu Chi is a part of Taiwan’s history, and has become a new religion combining many religious traditions of Taiwan that include Japanese and Chinese Buddhism and even Catholicism. (Huang, 2009, p. 215) Tzu Chi Foundation has become a global organization helping humanity lift up from sickness, suffering, and poverty. It does not only help Taiwanese or Chinese but anyone who is in dire need of medical attention, and other needs such as food. It also helps people during natural calamities, like earthquakes such as the magnitude 9.0 in Indonesia, resulting in deaths of 80,000 men, women and children.16 Without the philosophy behind Humanistic Buddhism, which is related to Engaged Buddhism or Applied Buddhism, Tzu Chi Foundation would not have been formed. References Balfore F. et al. (2000). Cheng Yen. Businessweek, 07/24/2000, Issue 3691, p72-72, 1p, 1. ISSN: 0007-7135. Huang, C. J. (2009). Charisma and compassion: Cheng Yen and the Buddhist Tzu Chi movement. United States of America: President and Fellows of Harvard College. pp.1-2, 215. Kiblinger, K. B. (2005). Buddhist inclusivism: attitudes towards religious others. United States of America: Ashgate Publishing Company, p. 91. King, R. H. (2001). Thomas Merton and Thich Nhat Hanh: engaged spirituality in an age of globalization. New York: Continuum International Publishing Group Inc. King, S. B. (n.d.). Socially engaged Buddhism: dimensions of Asian spirituality. Honolulu: University of Hawaii Press. Kotler, A. ed. (1991). Peace is every step: the path of mindfulness in everyday life. New York: Bantam Books, p. 42. Li, J. (2005). In the wake of tragedy: Tzu Chi Foundation brings the circle of giving to international relief efforts. Harvard Asia Pacific Review. Cambridge: Summer 2005. Vol. 8, Iss. 1; pg. 23, 1 pg. Nhat Hanh, T. (1975). The miracle of mindfulness: a manual on meditation. Revised edition. Boston: Beacon Press, p. 42. Nhat Hanh, T. (1995). Living Buddha, living Christ. New York: Riverhead Books. p. 140. Nhat Hanh, T. (1997). Editor’s introduction. In F. Eppsteiner (Ed.), Interbeing: fourteen guidelines for engaged Buddhism (p. VIII). California: Parallax Press. Nhat Hanh, T. (1998). Teachings on love. United States of America: Unified Buddhist Church Inc., pp. 11-12. Nhat Hanh, T. (1999). Going home: Jesus and Buddha as brothers. New York: Riverhead Books. p. 64. Nhat Hanh, T. and D. Berrigan (2000). The Raft is not the shore: conversations toward a Buddhist/Christian Awareness. Boston: Beacon Press. p. 112. Nhat Hanh, T. (2002). The Fourteen precepts of Engaged Buddhism. California: Parallax Press. Social Policy, 2002. Nhat Hanh, Thich (2003). Spiritual reflections on war and peace: A talk by Thich Nhat Hanh – Peace Forum, March 19, 2003, p. 8. Nhat Hanh, T. (2008). Happiness: essential mindfulness practices. Lon don: Accessible Publishing Systems PTY, Ltd. p. 161. Nhat Hanh, T. (2008). A History of Engaged Buddhism, A Dharma talk. Human Architecture: Journal of the Sociologyof Self Knowledge, VI, 3, Summer 2008, 29-36. O’Neill, M. (2010). Tzu Chi: serving with compassion. Singapore: John Wiley Sons Pte. Ltd. p. 9. Polinska, W. (2007). Christian-Buddhist dialogue on loving the enemy. Buddhist-Christian Studies 27. University of Hawaii Press. Queen, C. S. and S. B. King (1996). Engaged Buddhism: Buddhist liberation movements in Asia. United States of America: State University of New York Press. p. ix. Footnotes 1 See also Arnold Kotler, ed. (1991). Peace is every step: the path of mindfulness in everyday life. New York: Bantam Books, p. 42. 2 Thich Nhat Hanh, Living Buddha, living Christ. New York: Riverhead Books, p. 34. 3 See The Raft is not the shore: Conversations toward a Buddhist/Christian Awareness, by Thich Nhat Hanh and Daniel Berrigan, 2000, p. 112. 4 These teachings were ta ken from Mahaprajnaparamita Shastra, which is a commentary on the Buddha’s teachings, written by a great master. Hanh, Thich Nhat (1998). Teachings on Love. United States of America: Unified Buddhist Church, Inc. 1998. p. 1. 5 See also Christian-Buddhist dialogue on Loving the enemy, by W. Polinska, 2007, p. 89. 6 Thich Nhat Hanh, (1975), The miracle of mindfulness: a manual on meditation. Revised edition. Boston: Beacon Press, p. 42. 7 Thich Nhat Hanh (1998). Teachings on love. United States of America: Unified Buddhist Church Inc. 11-12. 8 See also The Fourteen Precepts of Engaged Buddhism, by Venerable Thich Nhat Hanh, 2002, p. 39. 9 Discourse on love (Metta Sutta). Thich Nhat Hanh, p. 11. 10 Thich Nhat Hanh quoting Madyana Agama, Sutra86. 11 Bhikkhu Nanamoli, trans., The Path of Purification: Visuddhi Magga, The Classic Manual of Buddhist Doctrine Meditation, as cited in Thich Nhat Hanh’s Teachings on love, p. 16. 12 Thich Nhat Hanh, Spiritual reflections on war a nd peace: A talk by Thich Nhat Hanh – Peace Forum, March 19, 2003, 8. 13 See History of Engaged Buddhism, A Dharma talk by Thich Nhat Hahn, Hanoi, Vietnam, May 6-7, 2008. p. 30. 14 Editor’s Introduction, F. Eppsteiner, in Thich Nhat, Hahn, Interbeing: fourteen guidelines for engaged Buddhism (p. VIII). California: Parallax Press. 15 See also Thich Nhat Hanh, Going home: Jesus and Buddha as brothers. New York: Riverhead Books, 1999, p. 64. 16 See the article, In the wake of tragedy: Tzu Chi Foundation brings the circle of giving to international relief efforts, by Judith Li, Harvard Asia Pacific Review. 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