the significance of Buddhism in the United States Academic Essay

1) Thich Nhat Hanh is the second most famous Buddhist in the world today (after the Dalai Lama; well, maybe after actor
Richard Gere as well). He was exiled from his homeland of Vietnam for promoting peace and nonviolent
reconciliation
during the War. Watch at least the first 15 minutes video of Oprah’s interview with him. What is his message on how to deal
with stress and frustrations in our individual lives as well as conflicts between peoples and countries?
2) What is the Buddhist Churches of America organization? Be sure to explain its ethnicfocus,
denomination of Mahayana
Buddhism, and how it is similar to a Christian church in the way of its services.
3) What is the HsiLai
Temple in Hacienda Heights, CA (east of L.A.)? What is its significance and what form(s) of Mahayana
Buddhism does it practice? Also see this link.
4) Who is D. T. Suzuki and what is his importance to Buddhism in America?
Also, enjoy this quote from Suzuki: “The idea of Zen is to catch life as it flows. There is nothing extraordinary or mysterious
about Zen. I raise my hand ; I take a book from the other side of the desk ; I hear the boys playing ball outside my window; I
see the clouds blown away beyond the neighbouring wood: — in all these I am practising Zen, I am living Zen. No wordy
discussions is necessary, nor any explanation. I do not know why — and there is no need of explaining, but when the sun
rises the whole world dances with joy and everybody’s heart is filled with bliss. If Zen is at all conceivable, it must be taken
hold of here.”
https://www.goodreads.com/work/quotes/124601zengakuenomichi
Just answer the questions in one page double spaced, briefly.
thank you

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The Perception of Rape Victims Academic Essay

The focus of the Victimology final research paper is to critically analyze Victimology through the application of information from Sociology, law, Psychology, ethics, and related fields to the study of Victimology. In drafting the research paper, undergraduate students are required to develop a 15-page review of related research that discusses: • A detailed history of Victimology, Victimology theories, and varying approaches used to address the needs of crime victims. o HINT – You should use your discussion forum responses for this course to assist you with building your Victimology final research paper. Great sub-section headers would be: • Extent, Theories, and Factors of Victimization • Consequences of Victimization • Victim’s Rights and Remedies • Sexual Victimization • Intimate Partner Violence • Victimization at the Beginning and End of Life: Child and Elder Abuse • Special Populations • Victimization at School and Work • Property and Identity Theft Victimization • Victims of Hate Crimes, Human Trafficking, and Terrorism • An exhaustive examination of the stakeholders to crime victimization. • An examination of Victimology and its relationship to social justice and the operations of the criminal justice system, including, but not limited to: crime scene investigation techniques and security; the collection, preservation and presentation of evidence; issues related to correctional institutions, incarceration, and release of offenders. • Knowledge detailing socio-economic (cultural) diversity and its relation to contemporary criminal and social justice and Victimology. • A detailed analysis to possible strategies and interventions designed to address criminal victimization. • The centralization of criminal justice agencies domestically and the international aspects of criminal and social justice and the impact on addressing the needs of crime victims. • A prediction for how crime prevention and intervention strategies will be handled over at least the next two decades. • The undergraduate research paper must be at least 15 pages [approximately 4125 words] (excluding the title page, abstract (if included) reference list, charts, graphs, photos, tables, appendices, and any other supplementary material) in length and formatted according to APA style. This means there must be at least 15 double-spaced typed pages. You must use at least five (5) scholarly resources (these can be found by accessing the university’s online library databases) other than the textbook to support your claims and sub-claims. Cite your resources in text (in-text citations) and on the reference page (reference list).

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Socrates-Meno Academic Essay

Meno, first half
S. asserts, and Meno agrees, that we don’t know anything about an F if we don’t know at all what F is. [This
seems to be less than obvious, but more plausible if we emphasize know. This feature reappears in the puzzle.]
S. thinks of knowledge as essential to morality. It certainly seems necessary to morality, but S. thinks it
sufficient as well. In the Protagoras, the argument that knowing A is a better action than B, that is having the
measuring craft, makes it the case that we will do A.]
But in the first part of Meno the emphasis is on explanation, so the knowledge required seems to be theoretical
– an account of what F is. We might think the knowledge required is essentially practical and might not require
knowledge of the nature of the moral properties. This question is treated in the second half. S. needs to show
that these two types of knowledge are connected.
The earlier dialogues (including Euthyphro and Protagoras) what an account would be is taken for granted, but
Meno requires more. The discussion brings out that an account must be in terms a) not in dispute and b)
already understood by the questioner.
That this is not yet enough is indicated by the fact that none of three accounts that S. offers as an example –
two for shape, one for color – are adequate. But it is progress.
Meno believes there are accounts of the essential nature of many F’s, but he has doubts that there are accounts
in the case of the moral properties. The virtues in his view are essentially heterogeneous – they can only be
given by list. Nothing in the nature of language or concepts requires that there be, for each meaningful word,
an essential nature (Wittgenstein’s example was game). But Meno believes that he, like Gorgias, can give
‘confident answers’ on significant matter. But how can he be confident that a chat eristic should be on the list
of virtues without a criterion? (It is a kind of pragmatic inconsistency: he could just give up being so confident,
but he would rather not. We could think of the same problem arising for a city – which are to be the civic
virtues, what is to be the civic list, why be confident we could not do better?)
But accounts seem to resist discovery. Why? Meno proposes this, without complete sincerity:
1. Unless we know what F is, we cannot say anything about F.
2. If we cannot say anything about F, then we cannot distinguish F from other unknowns.
3. If we cannot distinguish instances of F, we cannot inquire about the nature of F.
4. Knowing what F is requires a Socratic account, and we don not have such accounts.
So, we cannot inquire about F. (That’s why Meno can’t find an answer.)
This is too much of a paradox, relying on the appearance of know at each place. But it would be enough to
begin inquire if I believe these are F’s and in fact they are. That is, to begin true belief is necessary, not
knowledge.
What remains a problem is how at the beginning we can take any of our beliefs to be true. This is the point of
the recollection argument.
If the argument works as S. thinks, then the slave had true beliefs that he was able to summon up under
questioning. These were not taught to him. S. does not claim that this particular instance rises to the level of
knowledge, but rather that if the slave kept at this sort of thing his knowledge would be as good as anyone’s.
The solution to the puzzle, then, is that we can inquire with confidence because we have already some true
beliefs, and these may come out if we ask the right questions. That solution, so stated, does not mention
recollection. Recollection is supposed to explain the further question, how is it possible to already have true
beliefs.
[S. makes three claims: 1) we have already true beliefs; 2) true beliefs come from recollection; and 3) we should
then be confident we can inquire. He then says he will stand firmly behind 3) but may have doubts about the
other two. But how could he hold 3) without 1)? So if he has doubts it is about recollection itself.] We see
recollection again in the Phaedo.
[In the first half, S. is at pains to distinguish having recollected from having been taught. In the second half,
however, he includes recollection as a way of being taught. This makes a difference in the second argument in
the second half.]
For further reference: a feature of the refutation of the third argument “to desire find things and have the power
to get them”.
Beginning at 77b where the definition is first stated
– each occurrence of the word ‘desire’ down to 78 translates the noun form of the Greek verb epithumein
– after ‘those that are miserable are unhappy?’ there is a switch. We have, in order ‘wish’, ‘want’, ‘desire’, ‘want’,
and ‘desire’. The middle ‘desire’ is epithumein, but the rest are boulesthai, accurately translated as wish. So
when he concludes “were you not just saying that virtue is to desire good things and have the power to get
them,’ that occurrence of the English desire is actually boulesthai, wish. So it is not exactly what he was saying if
desire and wish mean something different. Does it make a difference? (Apparently not to our translator.)
Meno does not note this, but it is very odd. If desire and wish are to be interchangeable, then we would expect
them to occur randomly. But what actually happens is the ‘desire’ is used in the first statement and then used
consistently down to the central – that no one wishes to be worse off. Thereafter, the term is wish. What could
this mean?
If it has any point, it would have to be the suggestion that while no one could wish to be miserable, it might
somehow be the case that someone could desire to be miserable. Meno says nothing, Socrates says nothing,
but Plato may be saying something.

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you will demonstrate your grasp of these concepts in a 500word essay/oral presentation on one of the films we’ve viewed and critically analyzed this quarter. Specifically, you will 1. Identify a key issue examined by a film of your choice. Express the issue as a question; briefly explain its context; word it carefully and precisely. (5 points). 2. Research your issue: (a) Select three credible divergent sources on the issue and clearly explain the position each takes. (b) Use your textbook for additional supporting evidence. (c) Evaluate the quality of evidence each brings to bear on its argument. Document your sources accurately. (d) Identify implicit components of the argument in each article that may affect the reasoning, as appropriate. (10 points) 3. Synthesize the strongest points of these divergent arguments with your own personal perspective to arrive at your “informed opinion” or conclusion. Explain your thinking and lay out the evidence in support of your conclusion clearly: is it reliable? Relevant? Balanced? Sufficient? Your goal is to convince your audience that your conclusion is superior to others and is worth accepting. (10 points) Academic Essay

CustomEssaysWriters | you will demonstrate your grasp of these concepts in a 500word essay/oral presentation on one of the films we’ve viewed and critically analyzed this quarter. Specifically, you will 1. Identify a key issue examined by a film of your choice. Express the issue as a question; briefly explain its context; word it carefully and precisely. (5 points). 2. Research your issue: (a) Select three credible divergent sources on the issue and clearly explain the position each takes. (b) Use your textbook for additional supporting evidence. (c) Evaluate the quality of evidence each brings to bear on its argument. Document your sources accurately. (d) Identify implicit components of the argument in each article that may affect the reasoning, as appropriate. (10 points) 3. Synthesize the strongest points of these divergent arguments with your own personal perspective to arrive at your “informed opinion” or conclusion. Explain your thinking and lay out the evidence in support of your conclusion clearly: is it reliable? Relevant? Balanced? Sufficient? Your goal is to convince your audience that your conclusion is superior to others and is worth accepting. (10 points) – CustomEssaysWriters

English Composition Academic Essay

Choose an international challenge facing the United States or any policy challenge facing a country other than the United States. Write a briefing paper that you would give to a public policy official organized using the 5 headings described below. Please identify the beginning of each section in your paper. The paper must be at least 3 pages but no more than 4 pages in length. The only topic choices that are not permitted are the Resource Curse and Climate Change/Global Warming.
1. Importance (15 points)
a. Describe why it’s an important public policy challenge
2. Background (15 points)
a. Provide historical background to the challenge
b. Identify what has been done to try to address it
3. Underlying Causes (15 points)
a. Identify what is causing this problem to persist
4. Policy Options (15 points)
a. Describe potential ways to solve the policy challenge
5. Solution (20 points)
a. Choose a solution you would recommend
b. Explain why this solution is better than other alternatives supported by quality data and information
Remaining Points Available:
• Use of data and information – 10 Points
• 3 or more different quality sources – 10 Points (Note: Points will be deducted if you use Wikipedia or my lecture slides as a source – find the original source of the information)
Formatting:
• 1 inch margins on all sides
• 11 point font
• Double spaced
• Source material using endnotes or in-text citations with a works cited page
Policies on Plagiarism:
A definition of plagiarism, along with definitions of other forms of academic misconduct, is found in the Indiana University Code of Student Rights, Responsibilities, and Conduct. Any student who cheats or plagiarizes on any written assignment will be given a failing grade in the course in addition to any other sanctions imposed by the School or the University.

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Demonstrate how to use patient classification systems to calculate nursing care hours Academic Essay

Please answer each question, separately
Us 200 word count for each question.
Use 2 references ( Each chapter counts for a reference so Please include another reference for each question.)
Reference: Sullivan, E. J. (2013). Effective Leadership and Management in Nursing (8 ed.). Pearson Education.

1. Describe how effective delegation benefits the delegator, the delegate, the unit, and the organization. Chapter 10

2. Distinguish between appropriate and inappropriate questions to ask during an interview
Chapter 15.

3. Demonstrate how to use patient classification systems to calculate nursing care hours
necessary. Chaper 16

4. Describe how motivation and ability affect job performance.
Chapter 17

5. Discuss why succession planning is essential to the future.
Chapter 17

6. Describe criteria that can be used toevaluate staff performance.
Chaper 18

 

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Annual report Academic Essay

The company is Apple, Inc. Read and complete Chapter 3 from eText, “Getting Under the Hood of an Annual Report, 2013,
Dbitter and Associates, Bittar, Donald.” 1. Complete the four (3) tables included in the Chapter (i.e., tables 3.1, 3.2, and 3.3);
2. Include the completed tables into a Word document. I am also attaching here copy of the rubric that will be used to grade
this work. The rubric covers all that u need, and has good information to guide you in providing the necessary (and required)
responses to the questions from the tables. Any further questions, please let me know.

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