Please answer questions on Buddhism

REL 212 Week 3 – Buddhism

With
shared beliefs and concepts tied back to similar origins out of the Vedic
scriptures and traditions that are foundational for Hinduism (Brahmanism,
Buddhism directs the hearts and minds of its adherents to a liberation from the
burdens, suffering and many limitations of worldly existence.  Thus, Buddhism, as a non-theistic tradition,
can be considered to be as much of a philosophical system as it is a religious
tradition.  Consider the following
questions drawn from foundational concepts in Buddhism:

1)  Is desire (craving) good or bad or, can
desire be either good or bad (Fisher, pp. 143 – 145)?  How do desires reveal an individual’s sense
of the “meaning and purpose of life?” 
How do you think desires relate to religious ethics in Buddhism (e.g.,
the Noble Eightfold Path, Fisher, pp. 145 – 146)?

2)  What causes and solutions can you think
of regarding the problem of human suffering? 
Can suffering be entirely avoided in this life?  If so, what are some of the steps one might
take to reduce or eliminate suffering in their life?

3)  What is enlightenment (Fisher, p. 148 –
149)?  How can one obtain
enlightenment?  Is enlightenment
attainable in this life?

4)  How does the Buddhist concept of sunyata reflect Ultimate Reality
(Fisher, p. 160 – 161)?  How do
traditional Theravada and Mahayana branches of Buddhism differ from Pure Land
Buddhism (Fisher, pp. 151 – 161; 166)?

TSL 2083 Seminole State College of Florida Content Reading and Writing Lesson Plan

Chapter 11 builds on chapter 10 by continuing discussing reading strategies. In this case, post reading strategies are presented. Then everything is put together with content reading and writing and English learners. So this assignment has you combine your knowledge of these areas from the course as well.

To synthesize the course content and funnel it specifically into content reading and writing, create a differentiated lesson plan. Use the model on textbook pages 467-468. 

Include the

  • 5 areas at the top: Theme, Grades. English Language Proficiency, Vocabulary/Concepts, English Language Skills
  • 7 bold numbered items (most of the bold items have some further explanation in italics)

This lesson is about content reading and writing, so be sure that this lesson is not focused on an English Language Arts unit or topic. It should be for a content area (Science, Math, or Social Studies – a specific area and topic within one of these.)  If you utilize ideas from a lesson plan you find online, please cite the source you used in a Resources: section on your lesson plan. 

TSL 2083 Seminole State College What Reading Experiences Stand out For You Ques

With older students, it can be useful to have students complete a reading autobiography at the beginning of the year. This lets you know some of their background experiences with reading, some of their favorite topics, genres, and books, and a bit about their reading level. It is helpful to also write an autobiography yourself. It can be read aloud to students or shared in hard copy. It gives a model of the assignment for students, builds rapport, and shows, in some cases, that all reading experiences may not be good ones. This assignment is a variation of a reading autobiography.

This assignment has two parts. The first part is to reflect on your own reading experiences. The second part is to to think about these experiences with regard to English learners.

Part 1: Answer the following questions about your personal reading experiences:

When did you first learn to read?

What reading experiences stand out for you? High points? Low points?

Who or what supported your reading experiences? Who or what discouraged it?

Were there times in your school/reading experience – or the materials – made you feel like an insider? Like an outsider?

What are the types of things you like to read?

What are the types of things you dislike reading?

In which electronic formats (online, internet, e-reader like a Kindle, iPad, etc.) do you read? Discuss how that is the same/different for you from reading print materials.

Part 2: Answer the following questions with regard to English learners:

Were you a non-native speaker in any of your classroom reading experiences?

If yes, what if any effect did that have on your reading experiences?

If no, how do you think an English learner would do if he/she had the same reading experiences that you did?

How could you use a reading autobiography assignment with English learners? What changes would you make?

Seminole State College of Florida Language Experience Approach ESL Discussion

In chapter nine of in the textbook some specific activities are given as classroom practices for reading and literature instruction. These will form the basis of this discussion. This discussion will include just a post (no response required).

For this discussion begin by completing the 2 items below:

1) Review pages 344-375

2) Find a video showing an example of one of the following topics being used in a classroom: metacognition, text structure, guided reading, literature response groups, language experience approach, shared reading, story mapping, cognitive mapping, directed reading-thinking activity, literature response journals, reader’s theater, independent reading, or reading apprenticeship.

Then for your POST:

  • Give the title of the video and the link Be sure that any link points to a specific video. If there is more than one on the page where the link takes you, please be specific about which video you are sharing. (2 pts.)
  • Tell which of the topics above you chose (.5 pts.)
  • Discuss how you would tweak this classroom lesson to work (or work better) with English learners . Be specific as to what you would do differently and which level English learners you would use it with in a classroom.(min. 6 sentences) (6 pts.) Please don’t just tell what you liked about the video or why you chose it. There is no need to give a synopsis of the video or the topic – so leave that out, and remember this post is not about native speakers.

SPA 1 AABN Writing Exercise Dream House Daily Routine & Favorite Season Essay

I’m working on a spanish question and need an explanation to help me learn.

REDACCIÓN 3

All redacciones or compositions must be double-spaced, Times New Roman, 12 pt font, and be one (1) page long, please.

TOPIC: House, home, daily routine, favorite season

Write about your dream house, your daily routine, and your favorite
weather/season. What is your dream house? How many rooms, restrooms,
levels, garage, yard, land, location, etc. Write as though you already live in that
house. What is your daily routine (when you wake up, when you get up, get
dressed, get dressed, shower/bathe, teeth, hair, make-up, breakfast, when you
leave for work/school, etc.)? Describe what your typical day is like. You don’t
have to do the entire week, just choose one day.
Next, write about your favorite season. Why is it your favorite season? What
do you do? Compare seasons and what makes your favorite season the same or
different from other seasons (is it the same, is it different, is it better or worse?).
Choose a single day during your favorite season and describe what you are
doing that day (present progressive). Is what you are doing this day different
than what you would do any other day in your favorite season? Why or why
not?
CONCLUSION: Write a few sentences to conclude the essay.

OJO: Before turning in your composition, check:
• the verbs hacer, oír, poner, salir, traer, ver
• reflexive verbs
• use of the present progressive
• your spelling, including accent marks.
• your choice and conjugation of the verbs ser vs estar
• comparisons
• sentences that can be joined with y, pero, sin embargo (however), or también.

Spanish Dialogue Story Question

I’m working on a spanish question and need guidance to help me understand better.

Please read the following story and write a page story:

Imagina que tras su investigación Jorge Reinz encuentra al penúltimo (next-to-last) Malturian. No se llama Malturian, claro: es un viejo payaso de circo llamado Tito Garrigues. Tito está muy enfermo y le cuenta la verdad. Piensa en cómo continuarías tú la historia y, en una página, escribe una obra de teatro en la que decidas cómo, tras su conversación con Tito, Reinz se convierte en el último Malturian.

El diálogo: Imagina una conversación entre el periodista Reinz y Tito Garrigues.

Las acotaciones escénicas: Describe el lugar donde Reinz encuentra a Tito y los gestos de los personajes.

El monólogo final: Termina tu obra de teatro con un monólogo de Reinz.

https://llevatetodo.com/malturian/

Two Simple Spanish Question Worksheets

I’m working on a spanish exercise and need support to help me study.

I need help answering my questions about what I am learning in Spanish, as I am confused. I have two questions:

1) When will you use the passive voice in front of the verb? When we do not? Can you give two different examples in Spanish?

2) When do you use preterite tense in Spanish? When do you use imperfect tense in Spanish? Can you give two different examples of each in Spanish?

I am not paying more than $5 for help. The price is firm.

Comprensión De Textos en Español Práctica Spanish Reading

I’m working on a spanish question and need support to help me study.

Lee el texto.

Un estudio de la Universidad de Granada

Según un estudio reciente hecho en la Universidad de Granada, los jóvenes españoles han abandonado la dieta mediterránea de antes. Sus compañeros inmigrantes comen y desayunan mucho mejor. Estos son los resultados del estudio realizado por Lorena Ramos Chamorro, Universidad de Granada. Ha analizado las costumbres de 800 jóvenes españoles e inmigrantes de entre 12 y 18 años de edad que viven en dos diferentes regiones, el País Vasco y Castilla y León.

El desayuno

Las chicas españolas saben muy bien qué es una buena dieta. Sin embargo, cuando compran chucherías, piensan que pierden peso haciendo ejercicio en el gimnasio después. De igual modo, los chicos españoles saben muy bien qué deben desayunar cada día (el78% de los entrevistados desayunan algo), pero no tardan ni cinco minutos en hacerlo, a veces, sólo es un vaso de leche y una galleta. Mejor costumbre tienen los jóvenes inmigrantes, porque aunque sólo el 58% desayuna, quienes lo hacen, en el menú incluyen cereales, leche y zumos. Además, suelen desayunar en general durante diez minutos.

La comida preferida

En general, para los estudiantes inmigrantes de la encuesta (en su mayoría sudamericanos, árabes, chinos y originarios de países bálticos) la carne y los cereales son lo prioritario a la hora de cenar. También toman frutas y verduras, zumos naturales e incluso pescado, un alimento no muy popular entre los jóvenes españoles. Las comidas preferidas por los estudiantes nacidos en España son, por orden, la pasta, la carne, la comida rápida y, en último lugar, los cereales.

Las razones

Una de las razones de estas diferencias, según el estudio, es que los jóvenes inmigrantes suelen tener menos dinero para comprar chucherías o comida rápida. Como resultado de su dieta tienen un índice de masa corporal más bajo que los españoles.

Contesta a las preguntas.

Termina las frases. Usa palabras del texto.

a) La universidad de Granada ha hecho un estudio sobre…

b) Los que participan en el estudio son…

c) Las chicas españolas creen…

d) Los estudiantes inmigrantes desayunan…

e) A los estudiantes españoles no les gusta comer…

f) Para comer o cenar, lo más importante para los estudiantes inmigrantes son…

En español, resume los resultados del estudio.Summarize the results of Spanish research

a) Qué diferencias hay entre el desayuno de los jóvenes españoles y los estudiantes extranjeros?

b) Cuál es la comida favorita para el almuerzo y cena de los jóvenes españoles y de los estudiantes extranjeros?

c) Cuál es la razón de la diferencia entre las costumbres alimenticias (food)?

Verbos en Presente Al Pasado Simple E Indicativo Projecto

I’m working on a spanish test / quiz prep and need support to help me understand better.

Change the verbs in the text from the present to the past tense (note: not to perfect). Start your version with the word “Ayer …”

Arturo se despierta a las siete. Se levanta enseguida y entra al baño. Se ducha y se afeita. Después desayuna. Sale de casa a las ocho. Arturo y su padre trabajan juntos. Terminan el trabajo a las cinco de la tarde. Cenan en un restaurante y vuelven a casa a pie. En la calle encuentran a su vecina. Ella les saluda.

Queridos Padres Quiero Platicarles Acerca De Mi Noche Buena Spanish Letter

I’m working on a spanish writing question and need a sample draft to help me understand better.

I need help developing a Spanish script that consists of the following:

It is the holiday season and you are creating a video as a special present to a person in your life (parents, grandparents, relative, guardian, etc.) who you weren’t able to spend holiday time with, due to the pandemic. Tell them about your recent holiday season- from Christmas Eve to New Year’s Day. This can be fictional or real.
The video must include ALL of the following info:
Greeting to the recipient
Why you’re making the video
A detailed description of this past Christmas Eve
A detailed description of this past Christmas Day
A detailed description of this past New Year’s Eve
A detailed description of this past New Year’s Day
A nice and personal conclusion of the video

I will include any other relevant information as well later.