Normative Theory Essay Example | Topics and Well Written Essays - 1250 words

Normative Theory - Essay Example The documentary presented various photographs that revealed the truth about the killings and violation of the human rights. The personal experiences of a U.S. Marine Captain, Brian Steidle were important in contributing towards the film. This example illustrates the importance of the role of media professionals in revealing the truth and how they can be inhibited by local governments who try to exert influence. The assumption of restricted autonomy of the media professionals implies that the government is not always appreciative of the efforts of media and may also feel threatened. This causes them to exert influence on media professionals thereby obstructing the flow of transparent information. But there are other reasons as well why media professionals may not be completely independent. The degree to which a media professional is conscientious various widely and some professionals may be driven by personal motives and interests that can result in deviation from ethical standards. T he case is not new but some media professionals may readily be influenced when given unethical monetary benefits. The influence can be exerted by any institution or individual. However, such cases are common where the government hold is not strong and regulated, and therefore, various other players have immense power to influence. Such governments are characterized by weak relationships between the media and the government due to lack of support and insecurity. The postulate that media professionals possess the right to security and protection in view of the Universal Declaration of Human Rights becomes important when media professionals are threatened due to their profession. Media professionals may be threatened due to various reasons and in most cases is due to the content of their... The assumption of restricted autonomy of the media professionals implies that the government is not always appreciative of the efforts of media and may also feel threatened. This causes them to exert influence on media professionals thereby obstructing the flow of transparent information. But there are other reasons as well why media professionals may not be completely independent. The degree to which a media professional is conscientious various widely and some professionals may be driven by personal motives and interests that can result in deviation from ethical standards. The case is not new but some media professionals may readily be influenced when given unethical monetary benefits. The influence can be exerted by any institution or individual. However, such cases are common where the government hold is not strong and regulated, and therefore, various other players have immense power to influence. Such governments are characterized by weak relationships between the media and the government due to lack of support and insecurity. The postulate that media professionals possess the right to security and protection in view of the Universal Declaration of Human Rights becomes important when media professionals are threatened due to their profession. Media professionals may be threatened due to various reasons and in most cases is due to the content of their work. The matter can sometimes become so serious that a professional threatens his or her life in bringing out the reality.

Researchweek2 Essay Example | Topics and Well Written Essays - 250 words

Researchweek2 - Essay Example The highest level also leads to legal accountability on the part of doctors and nurses. This means that this level provides a plan which is stipulated step by step and which the patient agrees to after going through it with the health worker. In case of any legal questions, the health worker is able to extrapolate with evidence the plan and hence becoming legally accountable. Lawsuits will therefore be an issue of the past. There are several ways of determining the highest level of evidence the first being examining the credibility of the evidence in terms of the background and authority of the researchers and validity of the data. The other is examining whether the research results are transferrable or generalizable to others beyond the study subjects, if so, then it qualifies. Since the research on the intervention in question is not the first, a comparison with other research is advisable and a determination of the stage of development is also important. The one with the highest or is most advanced in the stage of development qualifies to be considered the highest level of intervention research (Majid 233). Majid, Shaheen, et al. â€Å"Adopting evidence-based practice in clinical decision making: nurses perceptions, knowledge, and barriers.† Journal of Medical Library Association, 99(3): 229-236, July

Childrens Learning And Development Unit Children And Young People Essay

Childrens Learning And Development Unit Children And Young People Essay There are three prime areas of Learning and development, these prime areas begin to develop from a base of secure, loving relationships and children learn and develop well in enabling environments, in which their experiences respond to their individual needs. Children have a different way of learning and develop their learning at different rates. The three prime areas of learning and development are as follows: Communication and language development- this involves giving children opportunities to experience a rich language environment, and to develop their confidence in speaking and listening. Physical development-involves encouraging children to be active in their play and learning. Children should be given the opportunity to move around and develop their motor skills. Personal, social and emotional development- this area of development helps children to develop an awareness of themselves, to form positive relationships, develop respect for others. It supports children in managing their feelings, and behaviour and to develop a sense of their self-esteem. The specific areas of learning develop out of the prime areas of development and identify specific skills to be developed. The four specific areas of learning and development are as follows: Literacy development-children must be given access to a wide range of reading materials to develop an interest in books and understanding of written print. This encourages children to begin to link sounds and letters and they begin to read and write. Mathematics- is all about providing opportunities for children to develop and improve their skills in counting, understanding and using numbers through early rhymes and songs, calculating, simple addition and subtraction, and developing an understanding of shapes, spaces, through exploring and categorising objects. Understanding the world-involve guiding children to make sense of their different communities; children will also be given the opportunity to learn about the world around them. Expressions, arts and design- involves enabling children to explore and investigate a wide range of and media and materials and discover how they work, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, role play and design and technology. ((Open Study College Early Years Level 3 pgs. 75,76) Planning to meet childrens development needs is important when planning activities, because all children develop at their own rate in their own time. According to (The Department for Education March 2012) Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development. Each child is view as a unique person with their individual needs: a unique child will have their own personality, characteristics and interest. When a child is born they can sense love from their parent, and carers, this will make them feel safe and secure in their environment. when planning for an activity in your setting, practitioners should consider the age group that the activity is for an if it is suitable for all the children involved, you also need to take in consideration other needs such as disability or special needs, for example, if the setting that has a child with hearing problems, then the practitioner should consider planning visual activities for that child to be involved and take part. Practitioners should look at what skills and knowledge the children are demonstrating and build upon this. This will ensure that the individual needs of the child are being met. Practitioners must respond to each childs emerging needs and interests, guiding their development through warm, and giving them a positive interaction. Within the early years settings practitioners working with the youngest children especially need to focus on the three prime areas of development, which are the basis for successful learning in the other four specific areas. For children whose home language is not English, practitioners need to take reasonable steps to provide opportunities for children to develop and use their home language in play and learning; they must work in partnership with their parents in order to support their language development at home too. Each area of learning and development must be achieved through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is vital for childrens development, building their confidence as they learn to explore, to think about problems, and relate to others. It is important that practitioners plan effectively because every child is unique and has different abilities, learning skills, attention and education backgrounds, each child needs individual support and planning. It is recommended that the practitioners follow a cycle of planning, observation and assessment of each of their key children. Through observing, practitioners can gather a lot of information about a childs knowledge, skills and abilities, through assessment a practitioner will look at findings from their observations and use them to plan further activities for that child. In my previous nursery (x) where I worked we had to plan daily activities, I had to support childrens learning experiences through play, we had to plan activities to suit the individual needs of the children, the indoor and outdoor environment was used as part of play, observation, discussions with parents on the interests of the child, we also carried out a one to one talk with children for their own id eas to help us with further planning. Practitioners need to form a base of secure, loving relationship and a positive environment with young babies and children in order to support the learning and development of the seven areas of learning. Communication and language development is divided into three aspects: Listening and attention- Practitioners can build positive relationships thorough being physically close, maintaining eye contact, sing songs and rhymes during every day routines, practitioners can support childrens learning by listening to children and taking account of what they say in your responses to them, share rhymes, books and stories for many cultures. Play games which involve listening for a signal such as Simon say and use ready steady go. Understanding- Practitioners should look at the baby and say their name and wait for their response. Prompt childrens thinking and discussion through involvement in their play. Show children a photograph of an activity such as hand washing helps to reinforce understanding. Speaking -Practitioners should model language to babies, speaking clearly to them and using appropriate body language and gestures. When babies try to say a word, repeat it back so they can hear the name of the object clearly. When children begin to talk, practitioners should be partners in conversation, modelling the correct use of language. Personal, Social and Emotional Development is also divided into three aspects: Making relationships- Practitioners can support children in making relationships by encouraging children to play with a variety of friends from all backgrounds so that everybody is being involved. Self-confidence and self-awareness- Practitioners should organise the environment for children to access different resources and materials to promote their independent choice making. Managing feelings and behaviour- Practitioners need to find out from the parents as much as they can about the individual children before they start the setting so that the routines they follow are familiar and comforting. Practitioners need to set clear rules and boundaries for children to follow in managing appropriate behaviour. Physical development is divided into two aspects: Moving and handling- practitioners should help babies to become aware of their own babies through touch and movement. Treat mealtimes as an opportunity to help children to use fingers, spoon and cup to feed themselves. Practitioners should plan activities where children can practise moving in different ways and at different speeds, balancing, target throwing, rolling, kicking and catching Health and self-care- practitioners should Plan to take account of the individual cultural and feeding needs of young babies in your group. Respond to how child communicates need for food, drinks, toileting and when uncomfortable. Encourage children to be active and energetic by organising lively games, since physical activity is important in maintaining good health and in guarding Against children becoming overweight or obese in later life. Literacy- Practitioners should provide a variety of books for all children according to their age and stage of development, it is also important to sit down with the child and spend time in reading stories aloud to them in circle time. Practitioners should support early writing skills. Also support children in recognising and writing their own name. Mathematics- practitioners can sing number rhymes s they dress or change babies e.g. one, two buckle my show. Sing counting songs and rhymes which help to develop understanding of number, such as two little dickey birds Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Practitioners can provide shape sorters and jigsaws puzzles for older babies and toddlers to enable them to fit the correct shapes into the hole. Understanding the world- is divided into three aspects: People and communities: Practitioners need to celebrate and value cultural, religious and community events and experiences. Encourage children to talk about their own home and community life, and to find out about other childrens experiences. The world: Practitioners need to help children to find out about the environment by talking to people, examining photographs and simple maps and visiting local places. Technology: babies and young children use technology from a young age with action toys. They will learn how to operate the toys. A children grow older they should be given more complex toys such as wind ups or mechanical toys. Children are curious about the technology around them such as computers, televisions, cd players; practitioners should provide them with the opportunity to use this technology. Expressive Arts and Design-is divided into two aspects: Exploring and using media and materials -practitioners should sing songs and nursery rhymes with babies and can provide different musical instruments. Older children enjoy dancing to music; practitioners should encourage movement to the music. Being imaginative- Practitioners should provide a variety of role play materials and support childrens imaginative ideas. Help children communicate through their bodies by encouraging expressive movement linked to their imaginative ideas. This source of information has been taken from (Open Study College-Early Year Level 3 Pgs 81-90). (Development Matters in the Early Years Foundation Stage (EYFS). There are 3 characteristics of effective learning which help us to focus on and understand how children learn. The characteristics of effective learning are as follows: Playing and exploring this characteristics observes how children engage with their learning. à ¢Ã¢â€š ¬Ã‚ ¢ Finding out and exploring- through play children will find out about and explore the objects around them. Play is a key role for children to develop the understanding of different objects in the world around them, also the understanding of different cultures, and religions of others can be developed through play. à ¢Ã¢â€š ¬Ã‚ ¢ Using what they know in their play- play is a key role to promoting childrens learning and development. Free play is important for children as it gives children the opportunity to explore their own feelings, views and ideas. à ¢Ã¢â€š ¬Ã‚ ¢ Being willing to have a go- children will develop their self- confidence and will enjoy challenge and risk. Active learning this characteristic observes how children are motivated to learn. à ¢Ã¢â€š ¬Ã‚ ¢ Being involved and concentrating- will develop childrens ability to hold concentration in activities for longer periods and will help children maintain focus and attention on their activities. à ¢Ã¢â€š ¬Ã‚ ¢ Keeping trying-through trying out new experiences and activities, children will experience failure and disappointment. à ¢Ã¢â€š ¬Ã‚ ¢ Enjoying and achieving what they set out to do- succeeding and achieving new skills will build childrens self-confidence and pride in their own abilities. Creating and thinking critically this characteristics observes how children are thinking. à ¢Ã¢â€š ¬Ã‚ ¢ Having their own ideas- within play children will act out as role models and explore their own ideas. à ¢Ã¢â€š ¬Ã‚ ¢ making links- once a child has discovered their own ideas and methods, they will be expected to try them out again. à ¢Ã¢â€š ¬Ã‚ ¢ Choosing ways to do things and finding new ways- children will develop strategy in their own learning. Children will think about what went well and how to change the activity when they approach it again. Practitioners can support childrens thinking by asking them open ended questions. According to (Tunja  on September 9, 2012) Playing and Exploring is when Children can represent their experiences through play and rehearse what they will be able to do without adult help later on. Play brings together ideas, feelings, relationships and the physical life of a child. Children who are encouraged to express themselves freely through play are likely to be more able to adapt and learn new skills in a school environment. Active Learning often occurs naturally during exploratory play. For example, where children are concentrating on something and keep trying until they succeed in their attempts. This might be something as simple as threading beads on a string or more complex such as assembling a construction toy with bolts and a spanner. Creativity and Critical Thinking is linked to active learning and can occur where children are able and have time to develop their own ideas. This helps them be able to make links between their different ideas. For example, this is often observed in schemas. Such as when children experiment with a theme like rotation. They might rotate themselves, whisk their milk with a straw and spin wheels linking how things move in circles or spirals. According to (Abbot and Moylett, 1999, Early Education Transformed )Educationalist Susan Isaacs states Children in their play can escape into real experiences or out of it and through doing this they learn about reflecting on life, getting a sense of control over their lives, developing self-esteem and feeling abhorred. Piaget  was a French speaking Swiss theorist who posited that children learn through actively constructing knowledge through  hands-on experience. He suggested that the adults role in helping the child learn was to provide appropriate materials for the child to interact and construct Jean piaget believed Children were often viewed simply as small versions of adults and little attention was  paid to  the many advances in intellectual abilities, language development, and physical growth. Conclusion Supporting childrens learning and development is implemented through the seven areas of learning they have been split in to the prime areas and specific areas. The characteristics of learning identify how children learn; the ways in which a child engages with other people and their environments is through playing and exploring, active learning and creating and thinking carefully. It is important that practitioners plan effectively because every child is unique and has different abilities, learning skills, attention and education backgrounds, each child needs individual support and planning.

Great Expectations :: Great Expectations Essays

Great Expectations The novel great expectation was finished for the first time in 1860; it was created in weekly instalments in a weekly journal called â€Å"all year round†. The story went on for 36 weeks. This gave the author Charles Dickens few challenges he had to beat to keep the readers interests up. He used cliff hangers and other ways he needed to grab the reader’s attention. Dickens grew up in a small house in Landport, by Portsmouth, on the 7th of February. John his father was a clerk. Charles had a rough childhood, and wasn’t liked by other students due to his fragile body. That’s why he always preferred reading books instead of playing physical games. Much of Dickens hard life is expressed in his novels. The 39th chapter is a pivotal chapter because he uses it as a great changing and turning point. Like pivoting in basketball holding your left foot still on the ground and using your other leg to move around and choose a different direction or move to carry on. Charles uses authoritative and descriptive sentences. In this chapter he builds up drama and creates huge tension. In this chapter he makes the reader remember Pip’s situation. Pip received money but had to leave his family to gain it. Pip moved away and received money on a monthly basis. Dickens reminds us of Pip’s situation the readers feel that an important thing is about to happen. At this point Pip is feeling disheartened and Dickens uses bad climate to project his feelings. When Dickens uses this to project pips situation the reader’s feel sorry for Pip and can comprehend what his going through. Using the weather conditions gives Dickens another aspect on how Pip feels. But they also know he left his family for money making him look slightly guilty. The unsettled weather creates drama and gets the way Pips feels to the readers. Dickens repeats words and uses long sentences constantly this helps creating more tension. Dickens uses academic language and makes the reader more involved using words that can only describe things with the ones his chosen; making the reader involved helps them to interact more with the chapter. The language is altered to the other chapters because this one is filled with tension. As Dickens generates tension the reader’s anxiety and strain also builds up thus making the readers more concentrated into the book. Dickens makes the pressure and tension last a long time using the long sentences and words to keep the readers more intrigued. The atmosphere changes and it becomes silent because no ones ready for what’s about to hit them.

Earliest Form of Buddhist Education to Be Found In Vietnam

Buddhism entered Vietnam during the beginning of first century CE. By the second century Buddhist visited a central region in Vietnam known as the Luy-Lau centre. This centre is now in the Bac-Ninh province. Luy-Lau was the capital of Vietnam and this is the reason it was an important place for the Buddhists to visit. On their way to china monks stopped at this central region and taught people about Buddhism. Many teachings were translated in this central region such as Mahayana sutras and the Agamas. These were translated into Chinese as Vietnamese culture and religion is influenced a lot by the Chinese culture .Vietnam is influenced by Chinese culture because Vietnam was occupied by Chinese during the 111 BCE and 939 CE . GEOGRAPHICAL LOCATION OF VIETNAM Vietnam has Cambodia and Laos to the west and Chinese colossus, Pacific Ocean, Gulf of Thailand and Burma to the east and south. The eastern most part of Vietnam reaches India. The coastline is almost 2,500 kilometers. This coastli ne spreads from Mong-Cay, which is in the north to Cambodia. In early days Vietnam was the region between India and China which is actually a peninsula. This was formerly known as Funan and Campa.Being so near the two most densely populated countries, Vietnam had a lot of influence from their culture, politic and religion . BUDDHIST INFLUENCE Vietnamese are very religious. They practice quite a number of religions like, Buddhism, Christianity, Taoism etc. Buddhism first came in North Vietnam . It was then known as Giao-Chi. These were Indian or Chinese Buddhists who came here from either land or sea routes and started influencing people. Giao-Chi became the centre of everything by the end of second century as the Indian merchants started doing trade there, and with them they brought monks also.Buddhism was very influential at that time, as we can see that these traders brought monks with them because they were called the â€Å"calmer of the sea† . These monks were priests who later started preaching their religion in Vietnam. It became easier for them, because Giao-Ching was the central place where every traders and foreign travelers, Chinese and Indians met. Moreover the merchants rested here also if they were travelling between India and China. Thus monks and priests had one central place to preach their religion. They started missionary activities and as a result monasteries were built.This was the first time that monasteries were built in Vietnam during the reign of Si-Nhiep. The very first few monasteries were built in a province of North Vietnam which is now known as Ha-Bac. This was formerly known as Luy-Lau, as mentioned in the Introduction that it was the centre of missionary activities . THE FIRST BUDDHISTS IN VIETNAM The earliest form of Buddhist education was found to be given by a Taoist who later became a Buddhist. Before him, it is said, that several missionaries from China came to preach Buddhism . During the rule of Si-Nhiep, two monks named Ma Ha Ky Vuc and Khau Da La came to Vietnam.These were Indian monks. Tu-Dinh from Khmer kingdom requested them to stay there in Vietnam. The second monk however refused and went back where as Ma Ha Ky Vuc stayed. Tu-Dinh was a very religious man himself and used to fast for several days. This he said helped purify his body and soul. These two were the first monks to reach Giao-Chi. After them a Chinese Buddhist preacher named Mau-Bac came to Giao-Chi. During the time when Mau-Bac came to Giao-Chi, China was in serious political chaos. Due to this several monks and scholars came to Vietnam. Giao-Chi was under the rule of Si-Nhiep back then and was considered a safe place.Mau-Bac after coming to Vietnam studied Buddhism from an Indian monk named Ksudra. Ma Ha Ky Vuc, who had come to Vietnam before any of these, with the help of Ksudra and Mau-Bac started promoting Buddhism in Vietnam. These were the first people who started to promote Buddhism and their teaching is the very earl y form of Buddhist study to be found in Vietnam. After Mau-Bac many monks started to propagate Buddhism. Khang Tang Hoi and Cuong Luong Lau also came to Giao-Chi during the third century. Khang Tang Hoi entered a monastery when he was ten and from there started studying and practicing Buddhism.Apart from Buddhism he also studied literature, astronomy and other subjects. He translated many books relating Buddhism into Chinese. Though he was Indian born but is considered as a Vietnamese Buddhist. Cuong Luong Lau like Khang Tang Hoi also translated many Buddhist books in Chinese . The main Buddhist centre was Luy-Lau at that time; it is now known as Ha Bac and is situated in North Vietnam. Phap Van was a famous monastery in Luy-Lau and during the second and third century was famously known as â€Å"the school of doctrine† and â€Å"the lotus school†. In 968 A.D, when King Dinh Tien Hoang came in to power, Buddhism in Vietnam changed. It entered a new era. Buddhism now had a hierarchy of monks and priests and it was now accepted by the court. As Buddhism was now supported by the royal court many changes took place. Buddhists were respected and were asked advice before taking decisions. Buddhists were involved in many political and religious decisions. During this period Buddhism was at its best. It was the most predominant religion. Many kings and emperors after this period were Buddhists. Many laws came into practice in this era, which were influenced by Buddhism.Van Hanh, who is also known as the meditation master is of this era. Any ruler who was not Buddhists was at least the supporter of Buddhism. In 1010 A. D, almost eight monasteries were built in Ha Bac. All other monasteries and Buddhist temples were also repaired. Tripitaka texts, which were in China initially, were brought in Vietnam. Thousands of Buddha statues and paintings were made and set up. Festivals were set up. Many new monasteries such as Sung Kharh monastery and monastery at Mou nt Ba were built. In 1086 A. d Dai Lam monastery was built in Ha Bac.Later in 1118 A. D Thien Phat was built which had almost 1,000 Buddha statues . BUDDHIST STUDIES IN VIETNAM Buddhist studies in Vietnam can be divided in to four eras. 1. From the entrance in Vietnam to the first century 2. From 11th century to 14th century, which was the best era of Buddhist studies 3. After 25th century, which was the time of declination of Buddhism 4. Present Buddhist studies in Vietnam People have different opinions about the exact date on which Buddhism entered Vietnam. It is believed that Buddhism entered Vietnam in first century A.D; some people believe it was the year 189 of the Christian era. Historians say that Meou-Po, who was a Taoist before he became a Buddhist, was the first person to make any Buddhist teaching in Vietnam. Though many missionaries came before him, but they only laid grounds on which it became possible for Meou-Po to enter and teach Buddhism. It was very difficult to t each Buddhism at that time as very little literature was available. Vietnamese had no written script; hence a few translations were made in Chinese. The era between 544 and 602 was an independent era and was helpful in spreading Buddhism.Though there was some progress, in this era but the real progress was made during 603 to 939. During these years two major missionaries entered Vietnam. Vinitaruci and Vo-Ngon-Thong led these two missions separately. Almost 20 shrines were built at that time and there were about 500 monks preaching Buddhism day and night. These shrines were a gift from the Chinese government. During 939 and 968 there was not much development in case of Buddhist studies. In 939 Chinese reign in Vietnam ended. Buddhist teachings paused during these years, but only in Vietnam, in China Buddhism went under a lot of scrutiny.When Dinh-Bo-Linh came in to power, Buddhism started to prosper. He acted as a protector of the religion and Buddhism was studied and adopted by man y people till Dinf-Bo-Linh’s reign till 1009. The emperor made Ngo-Chan-Luu the head of Sangha (Community of Buddhist monks). Ngo-Chan-Luu was a monk, scholar and a poet. The emperor was very much impressed by this monk who was good at Zen meditation. The emperor used to take advice from Ngo-Chan-Luu in matters of politics and military. Due to his good advices and performance he was made Imperial Councillor. He got the title of Khuong Viet which means servant of Vietnam.Ngo-Chan-Luu proved to be a very good monk and helped in spreading Buddhism. During this time Tripitaka was brought from china for the first time with the help of Vietnamese missions. People in Vietnam were taught how to read and write in Chinese characters, as Vietnamese lacked written script. This helped the scholars learn more by reading more books on Buddhism and translating others into their language. Hence the monks of those times were much learned and were respected a lot all over the country as there w ere very few people who could read and write.A scholar at that time was respected a lot and as most of the scholars were Buddhists, people started to go to them in order to learn. This helped spread Buddhist teachings . Buddhism expanded a lot during 1031 as almost a hundred temples were built during this era. A lot of Buddhist ceremonies were held and they were exempt from taxes. In 1049, the emperor built the Dien-Huu temple which was actually what he saw in his dream. He later ordered it to be constructed the way he saw it in between an artificial lake. It is one of the most famous monuments in Hanoi and is known as Temple of single column.Ly-Thanh-Ton, who reined Vietnam in 1054, was a true Buddhist. During his time food and clothing were distributed among the poor. He used to reduce the punishment of prisoners also. Hence Ly-Thanh-Ton, who tried to follow the steps of Asoka, was a very great Buddhist. In 1069, when Vietnam was at war with Champa, the emperor brought back a few prisoners. What he did not know was that one of these prisoners was a Buddhist monk. When the emperor found out about him he inquired him and discovered that he had a great knowledge of Dharma. The emperor got very impressed and allowed him to preach his religion in the Khai-Quoc temple.It was also found out that he was a Chinese monk who was actually trying to preach and practice Buddhism when he was caught. The emperor was a true Buddhist and praised scholars, and hence allowed this Chinese monk to stay in the temple. Now Buddhism was under official protection and could be spread more easily and therefore Buddhism continued to be taught among all the Vietnamese. Many writings of that time show the studies of Buddhist scholars . After this emperor all the other emperors also got interested in Buddhism. Most of them followed Zen meditation and practice. One of them became a monk and abdicated from his post of emperor.The Ly Dynasty was spread over a period of 215 years. This was the only dynasty during which the religion of Buddhism was at its climax . After this came the Tran Dynasty, during the early years of which the spread of Buddhism slowed down. Though the emperors of this dynasty were more inclined towards Buddhism, but none the less during the first seventy years of this dynasty the Buddhist studies did not prosper as it did before. One of the emperors became a monk and started practicing Zen. The last dynasty definitely proved to be the climax of Buddhism, as it was now declining.China started to reign again and due to this Confucianism started to prosper and made developments in various aspects such as philosophy and literature. Taoism grew and prospered, whereas Buddhists were stopped from preaching and practicing their religion. Buddhists books were burned and temples destroyed. This dropped the level of Buddhists studies in the country. When Vietnam got independent in 1428, it was thought that now it will be easier to renew Buddhism and spread it s studies from the beginning. However, this proved wrong and Buddhists studies did not budge.Buddhism lost its original touch and purity and people started mixing it with different ideas. No new temples were allowed to be built at that time and this also hindered the prosperity of the religion. Many monks were sent back to their lay lives and were stopped from preaching Buddhism saying that they were incompetent to do so . During 1528 and 1802 new Zen sects were developed. Temples were built and Buddhism was supported a lot. Lord Tr? nh Giang ordered rebuilding of temples. Almost 6,000 workers worked day and night to build temples of Quynh Lam and Sung nghiem. In South of Vietnam Thien Temple was built which still stands.This Temple is equipped with its famous bell which is very resonant. Chinese monks were allowed to preach their religion and therefore they moved around whole of the country teaching and preaching Buddhism. Though many efforts were taken, yet Buddhism had such disto rted form that monks were made to reside over ceremonies, Buddha was taken as a god and gifts were presented to his statue. This shows that the actual Buddhist religion had changed a lot and almost nobody knew and practiced the actual teachings of Buddha. THE IMPACT OF BUDDHIST EDUCATION The impact of Buddhist education was very great.It not only effected the religious beliefs but also had a great impact on every other day to day activity. Music, which was influenced by Indian music because of the monks coming from India, was used in religious ceremonies. Today out of eight musical instruments almost six are Indian. These instruments were taken by Indian monks, first to China and then to Vietnam. It will not be false if we say that India and China are solely responsible for spreading Buddhism in Vietnam. Though China influenced mainly the northern areas whereas, India influenced the south; China had more impact on Buddhism in Vietnam than India had.The reason is that China was in co ntact with Vietnam for thousands of years and had an influence on the politics and culture of the country. India had a lesser impact as Indian merchants went to Vietnam solely for business purposes. They sometimes took it as a resting place on their way to China. Hence they had no interest what so ever in the religion in Vietnam. However, there is certainly some influence on their religion and culture by the Indians, as the first monks to enter Vietnam for the purpose of preaching their religion were Indians. Buddhism gradually spread all over Vietnam.Though there are quite a few religions practiced in Vietnam, but almost two thirds of the population practices Buddhism. People sometimes do not have clear vision for example today a Buddhist may visit Taoist temple. These sometimes lead to superstitions and practices which show their ignorance towards the religion. Sometimes even monks do not have clear concepts about Buddhism. Buddhism really had a very strong impact on the culture a nd behavior of common man. People have better morals due to Buddhism. Even people who are not educated know that bad deeds will result in bad results.They know that they should be kind towards the people. Buddhists teachings are ordinary things which everybody should know. The motif of Buddhism is Lotus Flower. Monks are vegetarians and their teachings are based on purity and compassion. BUDDHISM CONCEPT IN VIETNAM Buddhism in Vietnam is mainly Mahayana. This Mahayana tradition has compassion as main entity. They take main words or buzzwords from Buddha like, Enlightenment, Delivered etc. The monks of Mahayana tradition try and improve their spiritual life. This spiritual life is then translated into action which is based on truth.During the decline of Buddhism in Vietnam, the monks were just an entity to receive gifts in the ceremonies. Today due to the movement in 1920, they know what ceremonies are actually for. They now have clear concept. They have texts and books to refer to a nd find meditation as the best tool. The General Buddhist Association in Vietnam is a very dynamic organization representing Buddhism in the country. It represents the true picture of Buddhism in the country. They have done efforts, held conferences in order to not only promote Buddhism but paint a clear picture about the fundamentals of Buddhism.Buddhism has prospered leaps and bounds in the country. Though there are many rival religions in the country, Buddhism is by far the most popular one. As mentioned earlier, almost two thirds of the population practices Buddhism. During 968 it was made the state religion. Buddhism in Vietnam is no wonder superior than any other religion there, as it is not only accepted publicly but also helped in the moral and spiritual training of the general public. People believe it and accept it by heart. They call it the religion of compassion. The imprint of Buddhism can be seen in art and literature as well.Music has also been inspired from it. A Eur opean author writes: â€Å"Buddhism was the first foreign influence which had a powerful bearing on the evolution of Chinese thought; and the effect of such an influence was to rekindle, stimulate and develop to the highest pitch not only the religion but also all the other spheres of its civilization A casual glance, even by one who is almost completely unaware of the spiritual world of China, at the plastic arts of China shows how completely they stem from the spirit of Buddhism and how wonderfully they blossomed forth during the Buddhist period†As Buddhism in Vietnam is influenced a lot from China and India, hence it can be said that the Chinese really had an impact on Vietnamese paintings, culture, literature and art.

Impact of Qwl on Organizational Behaviour

REPORT Topic IMPACT OF QUALITY OF WORK-LIFE (QWL) ON ORGANIZATIONAL BEHAVIOR Submitted to Ma’am Mariam Pasha Submitted by Umm-e-Habiba Roll number BBC-09-17 INTRODUCTION Quality of work-life (QWL) is described as an individual’s experience related to their job. It may include broad categories and different dimensions like job satisfaction, satisfaction with the wages, hours, working condition and environment, work-life balance (balance between work and family). Today in this age of fierce competitive environment organizations should focus on the well-being of their employees.QWL is emphasized so that employees could be motivated to work efficiently towards their given goals. Stress at work could be reduced, so the employees feel satisfied with their jobs and maintain balance between their work and life. LITERATURE REVIEW From the past 30 years the concept of QWL has been used. Many problems has been faced regarding the definition and conceptualization of QWL. Different models like transfer model (spillover effect), compensation model and segmentation model etc was used to give definition of QWL (Martel, Dupuis, 2006).Research shows that the definition of QWL is also related to the definition of QOL (quality of life). But a new measuring instrument QWLSI (quality of worklife systematic inventory) was presented that allow the participants to assess QWL and their actions effectiveness regarding their organizational performance. For measuring QWL another measure was developed that depend on the satisfaction need and spillover theories. This measure was developed to check that whether work environment meet specific needs of the employee (Sirgy, Efraty, Siegel, Jinlee, 2001).That needs include social, economic and family, safety, knowledge, aesthetics and actualization needs. A hypothesis was also drawn from the spillover theories. Both the hypothesis and the new measure was supported well. Through continuous research different methods was proposed to m easure QWL by weighting satisfaction scores and using algorithms. Weighting satisfaction scores is commonly used scoring method in the measurement of quality of life. In a study SWLS (satisfaction with life scale) was taken as a global measure. The results show that SWLS did not give better performance (Wu, Yao, 2006).Locke’s theory was also included in study. The study shows that to weight satisfaction scores is not necessary and does not help improve global measure. It shows same result in the satisfaction with the job and its quality. However, in an old research a conceptual model was given that shows the relation between the pQL (perceived quality of life) and the organizational work. The model shows that the work at job could be influenced by the changing work, non-work life, its quality and work domain experiences (Rice, Farlin, Hunt, Near, 1985). It also shows social and psychological perspective of pQL and organizational work.There were many different arguments that w orker performance and organizational support are not related to the employee benefits. However, a model was developed that showed work-life benefits is directly related to workers performance, organizational behavior and indirectly to the organizational support (Lambert, 2000). The results show a positive relationship. But beside work-life benefits a firm productivity is also important that depend on the type of the workers hired by the firm. Firm who focus on hiring higher percentage of women and skilled workers show strong relationship with the work-life programs and productivity and vice versa.Professionals have high responsibility so they demand high as well. The programs have positive effect on productivity. Large firms are not willing to hire employees with high non-work responsibilities because it reduces their performance on job. Future research should study work-life mechanisms to understand well (Konrad, Mangel, 2000). One year after that a test was conducted which found t hat whether the intrinsic traits (autonomy, skills, challenges etc) or extrinsic traits (salaries, tangible benefits) affect satisfaction with the QWL.The results shows that in order to improve QWL organizations should pay more attention towards extrinsic factors as compared to the intrinsic factors (Lewis, Brazil, Krueger, Lohfeld, Tian, 2000). However few years later, a hypothesized model was given which shows that income which is an extrinsic trait is not directly related to the QWL under different variables like gender, status, job satisfaction and love of money. Income have either negative impact or no impact on the quality under the given variables, income and QWL also depend on these variables (Tang, 2007).The variables are also directly related to each other. IMPLICATIONS Working conditions is an important part of the job so that the employees feel satisfied with their work. The management of the organization must take actions that helps in improving the QWL and maintains th e balance between the work and life. Management must be supportive and the quality of the supervision must be improved so that employees can easily consult their supervisors in case of any issues at work and the supervisors understand their priorities well.Work load must be decreased in order to increase efficiency and satisfaction with work. Extrinsic factors include tangible benefits which play an important role in increasing the motivational level must also be focused. Nowadays, the management of the organizations facing the work-life issues which cannot be easily ignored because they effect the performance level so friendly policies and practices must be adopted and certain family and employee assistance programs must be initiated. REFERENCES Alison M. Konrad, R. M. (2000).The impact of work-life programs on firm productivity. Strategic Management Journal , 21, 1225-1237. Davis Lewis, K. B. (2001). Extrinsic and intrinsic determinants of QWL. Leadership in health sciences , 14, 9-15. Dupuis, J. P. (2006). Quality of work-life,theorectical and methodological problems and presentation of a new model and measuring instrument. Social Indicators Research , 77, 333-368. J. Lambert, S. (2000). Added benefits:The link between work-life benefits and organizational citizenship behavior. The Academy of Management Journal , 43, 801-815.M. Joseph Sirgy, D. E. (2001). A new measure of QWL based on Need satisfaction and Spillover Theories. Social Indicators Review , 55, 241-302. Robert W. Rice, D. B. (1985). Organizational work and the pQL:toward a conceptual modal. The Academy of Management Review , 10, 296-310. Tang, T. L. (2007). Income and quality of life:does the love for money make a difference? Journal of Business Ethics , 72, 375-393. Yao, C. H. (2006). Do we need to weight satisfaction scores with important ratings in measuring QWL. Social Idicators Research , 78, 305-326.