No Credit Here Are 3 Ways to Start Building Some

No Credit Here Are 3 Ways to Start Building Some No Credit? Here Are 3 Ways to Start Building Some No Credit? Here Are 3 Ways to Start Building SomeIn order to have good credit, you need to build up a positive credit history. For some people, that means starting from scratch.If you have bad credit, it’s probably due to some combination of two things: You don’t pay your bills on time and/or you’ve taken out to much debt. But if you have no credit, it’s only due to one thing: You don’t use any credit at all!Whether you have bad credit or no credit, the result will still be the same when you try to borrow money: Instead of being able to take out a standard personal loan from a bank or online loan company, you’ll be forced to rely on predatory no credit check loans and short-term bad credit loans like payday loans, cash advances, and title loans to cover unforeseen expenses.And while focusing instead on bad credit installment loans might be a good short-term solution to that problem, the real fix is simple: You need good credit. When you have no credit, that means starting to build your credit history from scratch.The problem you’ll run into is of the chicken-and-the-egg variety: You need a good credit history to borrow money at reasonable rates, but you need to borrow money first in order to create that history. Luckily, there are some ways that you can start building that credit history now so that you can qualify for better types of personal loans later. Here’s how 1. Take out a secured credit card.In order to qualify for a traditional credit card, you’re going to need decent credit. But in order to qualify for a secured credit card, all you’ll need is cash. Unlike traditional cards, secured credit cards require a cash deposit to serve as collateral and to set your total credit limit. For example: Put down $500 and your card will have a $500 limit.Once you’ve opened this secured card, you can start using it to make small purchases. Make sure that you aren’t using the card to spend beyond your means; simply take purchases that you would have made on your debit card and make them on your secured credit card instead. And make sure that you are paying off that cards balance as quickly as possible.To the best of your ability, try to never let your outstanding balance reach 30 percent of your total credit limit. This doesn’t mean you have to spend less than 30 percent of your limit every month, it just means paying off your card frequently instead of monthly. Keeping your credit utilization ratio below 30 percent will help your score.While secured credit cards can be a great way to build your credit score, there are two things you should keep in mind. First, you need to make sure that the credit card company reports your payment information and balances to the credit bureaus. Second, secured credit cards can come with some pretty outrageous fees, so do your research first to find a card that’s reasonably affordable.2. Ask someone to “lend” you their score.If you don’t have any creditâ€"or you have bad creditâ €"you can help build your score with a little help from your friends. How does that work, exactly? If you become an authorized user on one of their credit accounts or they cosign a loan for you, they are basically lending you their good credit to help you build their own.When you’re an authorized user on another person’s credit card, your name is on the account. This means that any activity on said accountâ€"like payments and outstanding balancesâ€"gets recorded on your credit report as if that activity was your own. Even if you don’t have any actual access to the account, you’ll still get credit for itâ€"literally.When someone cosigns for you on a loan or credit card application, it’s the credit equivalent of them vouching for you as a borrower. This can help you qualify for a better loan or credit card, but there are some sizable potential downsides: Late payments and large balances will drag down your friend’s score, and they’ll be liable if you end up defaulting en tirely.When possible, you should opt for being an authorized user over getting a friend to be your cosigner because there is much less risk that you’ll jeopardize your relationship. You can become an authorized user on your friend’s credit card without ever actually using the card at all. In fact, you should definitely avoid using the card at all.Asking friends and family for financial help can be tricky, so you’ll want to broach the subject with them in a calm and cautious manner. This is especially true if you’re asking them to be your cosigner. Gaining access to someone’s account or asking them to be liable for your own financial behavior requires a lot of trust, and it’s vitally important that that trust is maintained.3. Take out a credit-building loan.If you’re looking for a traditional personal loan from a bank or credit union, you’re going to need good credit. But there are other kinds of loans you can borrow that are designed for people like yourself who need help improving their scores. The key is to look local.While large national banks are unlikely to have lending options focused on helping customers build their credit, local banks and credit unions are different. They tend to have more customer-friendly mentalities that extend to issuing small loans to customers with little to no credit.This is especially true for credit unions, which are nonprofit institutions. In order to qualify for one of their loans, you’ll first need to become a member. Membership in credit unions can be based on where you live, where you work, or even where you go to church.As mentioned earlier in this article, it’s critical that you don’t use this loan to spend beyond your means. Instead, only use it to purchase something that you can already afford. While paying the loan off slowly means racking up a little bit of interest, the positive payment history it will help you build can be worth it in the long run.Earlier in this article, we mentioned bad cre dit installment loans as a possible option for borrowers with little to no credit history. Some companies that offer these loansâ€"like OppLoansâ€"report payment information to the credit bureaus, which means that paying your loan off on-time could help you build a better score.Again, you wouldn’t want to borrow one of these loans solely for the purposes of building your credit. But if you find yourself needing to borrow money to cover a financial shortfall, taking out a loan that will help you improve your credit history is certainly a factor worth considering.There’s more to money than credit.Improving your credit score will help brighten your financial future in any number of ways. But that doesn’t mean that your credit score should be your only financial priority. Building up your savings, investing for retirement, and creating a budget are all important financial building blocks as well.To learn more, check out these related posts and articles from OppLoans:Building your Financial Life: Budgeting for BeginnersSave More Money with These 40 Expert TipsEmergency Funds Are Important: Here’s How to Start Building OneFrom Budget to Baller: 6 Tips to Grow Your MoneyDo you have a personal finance question youd like us to answer? Let us know! You can find us  on  Facebook  and  Twitter.  |Instagram

Filling the Void Karl Marx, John Stuart Mill and Others...

It is common knowledge that in the past religion and myths were just ways for societies to explain events and occurrences that citizens of ancient societies did not have enough advanced knowledge to understand. It was also used as a way to oppress others, as seen in the explanation of class order and royalty as God placing a person where they were meant to be and that there was nothing one could do about it, because who can go against God himself? Religion played an even bigger part than that though, being a large part of every person’s identity and something for a country and its people to unit over. But as society slowly aged, and governments were reorganized and re-structured, one can see a reduction in religion being a part of†¦show more content†¦The chapter goes on to say that revolutions happen and society will be restructured, but with capitalism in the country history is doomed to repeat itself. Only with communism, the essay states, can there be class eq uality among Europe. The next three chapters, Proletarians and Communists, Socialist and Communist Literature, and Position of the Communists in Relation to the Various Opposition Parties, just speak more specifically about the political party of communism and what it had to do with general society in that time period and in the future. This document has a lot to do with filling the void of identity in the way that citizens of society were becoming unhappy. The lower class, without the claim of religion, was no longer content to stay within their class. It was nearly impossible for one to move classes, and this want for the proletarians to be like the bourgeois did help to spark the flame of revolution. Therefore, with a document like this, the ‘equal for all’ ideology of communism would replace the identity of religion because it would soothe the anger of the lower class. It would also work to bring together a group of people for one cause, creating a group ident ity as well as a personal one. In the short essay On Liberty by John Stuart Mill, published in 1859, we are able to see the idea of liberty as a viable option for identity.

Comparing Machiavelli And Plato - 1843 Words

Machiavelli and Socrates reveal strong beliefs and principles regarding the manner in which a government should operate, reflecting their ideals to their current states. Socrates emphasizes the importance of truthfulness and justice in governmental systems and Machiavelli focuses on having a determined ruler than can lead the state into success. Both men lived during a time of uncertainty and instability, desiring to change their society for the better. Socrates would view Machiavelli’s Prince as a unacceptable ruler due to Machiavelli’s emphasis on deceit and power, while Socrates bases his government ideals of justice, honesty, and morality. In The Prince and the Discourses, Machiavelli asserts his views of a political leader during a†¦show more content†¦Wisdom, justice, and honesty reflect principles that Socrates values in a positive leader. Machiavelli asserts how a Prince can be as deceitful and merciless as possible, as long as it satisfies one’s interests and gives a positive result (The Prince,35). Socrates would not agree with this principle because he values honesty within the government, calling for an end to corruption. As the courts prosecute and put him on trial, Socrates continues through all parts of this process in order to show his participation in this society, obeying the laws and refusing to put himself above all citizens. Many people claim that Socrates uses deceit when questioning, attempting to embarrass others and prove his own wit. However, Socrates denies this by claiming how his questioning serves the purpose of trying to find more wisdom and figuring out who in his society bears more wisdom than him (Apology,44b). In addition, he assures the court that he will speak in an honest manner to portray his truthfulness and sincerity to the courts and the rest of the state. During his trial, Socrates claims, â€Å"When I leave this court I shall go away condemned by you to death, but they will go away convicted by Truth herself of depravity and injustice† (Apology, 68b).His portrayal of loyalty and honesty reveal his thoughts on how political leaders should compose themselves, behaving in aShow MoreRelatedComparing Machiavelli And Plato s The Republic 1612 Words   |  7 Pagescrossfire of human’s need for individual freedoms and liberties yet their desire for structure and some form of order. Two powerful voices in this debate are those of Niccolo Machiavelli and Plato, separated by hundreds of yea rs in history the two men had differing views on the role of the government’s influence on its people. Machiavelli expresses his idea of the correct form of government in both â€Å"The Prince† and â€Å"The Discourses† in which he preaches that a government must stand strong in order for theRead MoreSimilarities Between Machiavelli And Socrates1544 Words   |  7 PagesMachiavelli and Socrates agree on very little. While an initial reading of the two may elicit some comparisons, the goals of their respective philosophies rely on different foundations, and would therefore culminate in very different political results for society. Socrates would likely see in the Prince a selfish ruler, while Machiavelli would see in Socrates a dangerous idealist whose ideas would lead to instability and the death of the state in which these ideas were implemented. Machiavelli’sRead MoreCompare And Contrast Socrates And Machiavelli1419 Words   |  6 Pagesvs. Machiavell i: The meaning of truth As philosophers, both Socrates and Niccolo Machiavelli developed theories in response to the warring political environment around them. However, the theories and principles developed by the two philosophers are vastly different in regard to the concept of truth, Socrates would hate Machiavelli’s model prince due to Machiavelli’s manipulative view of truth. While Socrates desired a state that focuses on fundamental truth and ethical decisions, Machiavelli advocatedRead MoreSocrates And Niccolo Machiavelli1735 Words   |  7 PagesEssay 1: Socrates and Machiavelli Although Socrates and Niccolo Machiavelli lived in different time periods, the political climate that their philosophies were founded on were very similar. The trial of Socrates began after the Peloponnesian War when the new Spartan Tyranny took over the Athenian government. Socrates was accused of corrupting the youth and disrespecting the gods by the Spartan government. In the eyes of the Spartan government Socrates is a gadfly because of his posing of upsettingRead More Comparing Machiavellis The Prince and Platos The Republic Essay1790 Words   |  8 PagesComparing Machiavellis The Prince and Platos The Republic  Ã‚     Ã‚  Ã‚   Many people in history have written about ideal rulers and states and how to maintain them.   Perhaps the most talked about and compared are Machiavellis, The Prince and Platos, The Republic.   Machiavelli lived at a time when Italy was suffering from its political destruction.   The Prince, was written to describe the ways by which a leader may gain and maintain power. In Plato?s The Republic, he unravels the definition of justiceRead MoreHow Does Machiavelli Bring Us From A Medieval View Of Politics Of Power And Interests?1402 Words   |  6 Pagesobservations made of Greek city-states. When comparing these two influential men we should entertain the question, â€Å"would you rather be loved or feared?† Is it possible to have a fully functioning republic without fear of the consequences of disobeying laws and government? Political scientist Aristotle provided excellent work and ideas but I dub incomplete without the added works of Niccolo Machiavelli. Fur thering this discussion, what is the new road Machiavelli sets out on, how does he differ/compareRead More Comparing the Concepts of Seeming and Being in Relation to Political Power and Leadership in The Prince and The Republic2977 Words   |  12 PagesComparing the Concepts of Seeming and Being in Relation to Political Power and Leadership in The Prince and The Republic 9. Machiavelli says the prince only has to seem good, not be good. Socrates insists that seeming is bad, being is good. Is it better to remain in the cave with Machiavelli, or see the light with Socrates? Write three pages for Machiavelli and against Socrates, write another three pages against Machiavelli and for Socrates. Both Niccolà ² Machiavelli and Plato, in theirRead MoreThe Renaissance Of The European Renaissance1890 Words   |  8 Pagesoften punished by the Catholic Church, which brought about famous works like The Prince, by Niccolà ² Machiavelli, as referred to later in this paper. Renaissance leaders had similar beliefs and experiences about the overall renaissance movement and change in humanist thought, but they were not exactly the same. Three renaissance leaders of humanist thought, Giovanni Pico della Mirandola, Niccolà ² Machiavelli, and Thomas More all had different views on human nature, and how they portrayed mankind. Pico’sRead MoreSocrates And Machiavelli1961 Words   |  8 PagesWhat would Socrates think of Machiavelli’s political world? Socrates and Machiavelli were some of the most influential political philosophers in their respective times. Some argue that their view of empowering individuals, whether it be through free speech or ruthless fighting, are quite similar. However, their views of leadership and government do not align. Socrates’ support for free expression and due process makes his view of effective governance far different from Machiavelli’s focus on nationalRead MorePower And Authority : The Tempest Essay1597 Words   |  7 PagesScene 2). Shakespeare seems to use Antonio as a mirror for the politics of that era, and he is seen as very Machiavellian at times, as Antonio was willing to attain power by any means necessary. The influence of the political teachings of Niccolà ² Machiavelli on The Tempest are actually undeniable, and his ideals definitely shine through Antonio. It is from Prospero that we first learn of his brother’s betrayal as he is telling his daughter how they came upon the island they now reside on, which is very

Place Of Buddhist Education Earliest and In Present Day in Vietnam Free Essays

string(68) " two higher education schools were later turned in to universities\." Buddhism has been present in Vietnam for almost two thousand years. Buddhism is an offshoot of Hinduism. It originated in Nepal in 530 B. We will write a custom essay sample on Place Of Buddhist Education Earliest and In Present Day in Vietnam or any similar topic only for you Order Now C. A Hindu price, Gautama who did not like the idea of Hindu caste system, was the founder of Buddhism. Gautama did not believe that any man could be superior to the other and as Hinduism Brahmans are considered superior, he left this religion . Gautama had spent many years wandering and meditating. In the end he found answers to all his questions and hence found the path of enlightenment, â€Å"nirvana†. According to Buddhism, nirvana is the path to endless serenity. It is free from the cycle of birth, death and rebirth. Moreover, a person will achieve salvation if he believes in the four noble truths. These four noble truths are that a man suffers in all his consecutive lives; the reason for his sufferings is his wants for earthly things, when the person frees himself from all the wants of earthly things he then achieves deliverance. The last noble truth says that a person can achieve deliverance by following the eightfold noble path . BUDDHIST SCHOOLS Buddhism spread in Vietnam through China in second century A. D. In third and sixth century it came from India. Buddhism came through Vietnam’s Red River Delta region and Mekong Delta area. Mahayana Buddhism came from China and became more famous than Theravada (or Hinayana) Buddhism. Theravada Buddhism came from India and was accepted by people in the Southern delta region. Both of these have different views about Gautama Buddha. According to Mahayana Buddhism, Buddha was one of many enlightened people. They also believe that out of all these people Buddha was the divine one. Theravada Buddhism believes that Buddha was the only enlightened one and that there was no other than him. However they think that Buddha cannot be called as the divine one. The Mahayana school also believes that any person can achieve nirvana and that who ever follows the right path will be able to reach nirvana but Theravada school says that only monks and nuns can attain nirvana. These two schools of Buddhism are actually different interpretations of one basic belief. These are the earliest schools in Vietnam. Why did Mahayana become more accepted? It is because the Mahayana ritual and imagery attracted the Vietnamese. Its ceremonies were in conformity with original Vietnamese beliefs and rituals. This school of Buddhism also combined folklore with Taoist teachings. The enlightened ones in Buddhism were respected as animist spirits. In 7th century C. E, Mahayana school became a little more developed. It was then called Vajrayana. This had an influence of Hinduism also but had similar teachings as of Mahayana. The aim of Vajrayana is the same as that in Mahayana, that is to attain Buddhahood, but the tantric practices showed a quick way to achieve this end . BUDDHISM BEFORE UNIFICATION Before the country was unified, Buddhism was the state religion. When the communist gained power, Buddhism religion came under continuous hostility. Later, the Patriotic Buddhist Liaison Committee was formed. This committee tried to separate real collaborators from opponents. It promoted the idea that all Buddhist wanted to build a new society. This society was free from the feudal and neo-colonialist influences. This committee tried to prove that all Buddhist were involved in this committee and that they were trying to put a halt to independent Buddhist clergy’s activities to a halt. The communist in those times tried to pressure the monks and nuns to lead their life in such a way that they do not oppose their worldly desires. However the main aim of Buddhism is to lead a secular life, hence whoever disobeyed these communists was placed under house arrest or imprisoned. All their holdings were confiscated most of their religious places were turned in to public use. Trainings of monks and nuns were stopped. In 1981, a Buddhist church was formed in Vietnam which represented all Buddhists. Though Buddhists activities were taking place in some remote areas but each and every pagoda in the country had been destroyed. The main aim of these communists was to stop any religious growth of Buddhists. Whatever Buddhists remained were practicing their religion but no new monks and nuns were allowed to be ordained. When the Buddhist church was formed in 1981, it helped train a new generation of monks and nuns. Two Buddhists academy were formed one in Hanoi and another in Ho Chi Minh City. BUDDHIST EDUCATION The education system in Vietnam is of great importance as it declares the identity of a nation. This identity is also characterized by the culture and religion and is the core element in cooperation with other nations. The culture might makeup the identity of a nation. This culture is influenced by the education of the country and more importantly the higher education. From very early period Buddhists are concerned about education. In third century almost 9 Dhamma missionaries were sent to different areas of south East Asia in order to teach people about Buddhism . This is the oldest example telling Buddhists concern about Buddhist studies. These 9 Dhamma missionaries started a wave of missionaries. These were sent to Sri Lanka, Thailand and china etc. Today, due to these missionaries and Buddhist schools, Buddhists are present in very corner of the world. Vietnamese Buddhist education leaders are very much concerned about the global demands and needs of Buddhist education. In 1975, when the country got united, there already was a higher education institution in South; it was named Van Hanh University. This university was popular internationally and had close interaction with many other universities of the world. After 1980s two advanced schools were established in Ha Noi and Ho Chi Minh City. These schools trained monks and nuns at B. A level. Due to growing demand these two higher education schools were later turned in to universities. You read "Place Of Buddhist Education Earliest and In Present Day in Vietnam" in category "Papers" These now trained monks and nuns at not only undergraduate level but also postgraduate level. In 1997, one more Buddhist university was formed, this time in Hue city. Today, there are almost 40, 000 monks and nuns. There are almost six colleges and 31 high schools teaching Buddhism . In past few years many Buddhist colleges have been made. These Buddhist colleges give Buddhist education at B. A level. Many monks and nuns have been sent to other countries like India, China, Taiwan, Japan, Thailand and United States, in order to have higher education. These students come back with PhDs and master degrees. This will help improve the quality of education and increase the number of teaching staff in the country. These students not only spread the good name of Buddhism but also help impart their knowledge to other Buddhist students in Vietnam. Though Buddhism is present in every corner of the world and is considered on of the global religions, it has never tried to alter or threaten the cultures and traditions of any place. The main reason for this is that Buddha’s original teachings never tried to alter anyone’s culture. It was with the doctrine of dependent origin (Paticcasamuppada). They have a general formula which says that nothing exists independently. Moreover, the Chinese Hua Yen school believes in the theory of totalism. This theory says that all the things in the universe have their own qualities. These are fully present within or without Dhamma. Hence, we can say that Buddhists studies believe that all existence in the world is interdependent regardless of their faith, nation or religion. This attitude of Buddhist studies has helped Buddhism spread throughout the world. Education can be called a tool which helps a human being grow, transform and learn. Education in many areas of the world is a social liability, but never can we see that it illuminates the light of truth and goodness like Buddhist education. The prime responsibility of Dhamma schools is to transform a character. A person has values which are responsible for his character. These values come from ideals. Buddhist educators determine these ideals and teach students about a proper Buddhist life. There are five qualities that Buddhism education brings from the teachings of Buddha. The first one is concerned with emotions of a human. Second is related to education and wisdom. Others relate to better living styles like avoid killing, stealing, sexual abuse and drinking. The Buddhist education transforms a character in real terms. The character and intelligence, both are tried to be balanced. The entire Buddhist education comes from the studies of Buddha, who is the supreme teacher. All of the studies root from saddha, which is the faith in triple Gem. Depdnding upon these studies the students are taught according to the five rules. The students should know the rules, their reason and their appliance in daily lives. Most importantly, they should appreciate all these rules and believe in them. The students should know what is generosity and self sacrifice. These are essential elements that help the students overcome their worldly desires, their selfishness and greed. These five moral rules are dependent on each other. A student can gain by suta, which is by extensive reading of Buddhism texts. According to Buddhist studies the knowledge of a person is dependent on his inside belief of truth i. e. Dhamma. Calm and insight are the two main elements of any Buddhist teaching. In Buddhist education tasks and wisdom are dependent on each other. A student can attain wisdom by deep investigation, discussion and intelligence. This wisdom was the basic instruments which lead Buddha to salvation. This wisdom is the crown of all educations of Buddhism. Without wisdom, education is incomplete. Before French, people were chosen based on their education. These were officials known as â€Å"mandarins†. Learning was very important in those times. It was not just education but it lead a person to intellectual understanding, social standing, wealth and power. According to Buddha himself, â€Å"There arose in me vision, knowledge, wisdom, understanding, and light . † Today, Buddhist monasteries still give Buddhist education to scholars. Buddhist relics are found all over Vietnam. These relics indicate that there were Buddhists present there in one time or the other. Religious education was provided to masses, and every nook and corner of Vietnam had places for Buddhist education. During rainy seasons the monks rested in viharas, which was also their place of meditating. The Stupa is also a place where Buddhist education can be taught. Usually in a stupa there is a large place which can hold the teacher student class. Sometimes there are stone benches and a place on the wall used as a writing board. Sometimes there are cubicles which are all around the hall. In olden days Buddhist scholars were taught in stupas. The academic day in a Buddhist school starts with paying of obeisance to Buddha. â€Å"Siddham namah† is recited till today and it means â€Å"I bow to Buddha †. Older Buddhists usually write these words when starting to write any text. Vietnamese Buddhists are trying hard to encourage people to learn Buddhism. They are conveying the message of peace as Buddhism is a religion of peace and mental development. Buddhism has contributed a lot to Vietnam’s development. Buddhists monks are brought together from inside and outside the country. VBS, also known as Vietnam Buddhist Sangha is the only representative of Buddhism in Vietnam . They have worked very hard in order to spread and teach Buddhism. Today there are almost 15,000 worship places in Vietnam and 10 million Buddhist followers. Almost 40,000 monks and nuns have studies Buddhism. Though there were a few schools in the country and only one Buddhist institute names Van Hanh in Ho Chi Minh City. Today there are four institutes, six colleges and 31 high schools which teach Buddhist education. Almost 200 monks and nuns went abroad to study Buddhism. Each and every one of them either got a PhD or a master’s degree. Many thousand students are studying Buddhism in Vietnamese schools. VBS runs almost 1,000 classrooms for disadvantaged children. There are almost 36 Buddhist orphanages all across the country. Almost 10 vocational training schools have been built by VBS. These schools train people free of charge. Buddhist education system is indeed prospering and when a nation’s education system is that well it certainly has an impact on other walks of life also. Buddhists Monks and nuns organize a large number of humanitarian works. They have campaigns to raise funds for flood victims, build charity houses and provide medical care to the poor and disabled. Over past 5 years VBS has raised almost $25 million for charity works. Due to Buddhists scholars going abroad for learning, there has been a deep integration of Buddhist education in the international economies also. Many Buddhist students from all over the world come to Vietnam to study Buddhism. It ahs become an international arena and attracts Buddhist scholars from all over the world. Though Vietnam is a poor country with low per capita income yet it has one of the highest literacy rates. The literacy rate in Vietnam in 1997 was 92%. There are over 2 million pupils all over the country. In 2000, the budget share for education was almost 15%, out of which almost 80% was paid to the teachers . In 2008, Birth anniversary of Buddha will be held in Vietnam for the first time. Already almost 100 countries have registered so far. Indeed Buddhist education in Vietnam has opened the gates to the world’s community. People now from all over the world come to Vietnam to study religion. Vietnamese education system is one of the oldest and yet most advanced. Though there were no universities teaching Buddhism as a subject, today there are several universities which have Buddhist studies as their main subjects. CONCLUSION Buddhism is one of the most important religions of the World and has become one of the fastest spreading religions also. The materialistic nature of human is the root of all evil and as Buddhism shows human that there existence is not for these worldly pleasures but for the attainment of nirvana, it is becoming popular. More people are now turning to Buddhism. These people want to find the true spiritual reason for the existence of humans. These spiritual values are one major thing that all other western religions lack. An innovation and reformation is occurring in all the study areas of the world. Globalization is becoming a new trend. Buddhists students are also not confined to Vietnam alone, but they go to many other countries in order to educate themselves. These students then come back and teach many other students who are eager to learn Buddhism. Due to new trends, Vietnam has also reformed its educational structures and strategies in order to conform it to global changes. Buddhism as a whole has under gone structural changes in higher education so that Buddhist universities can reach international standards . Many scholars suggest that educational institutions teaching Buddhism in Vietnam should have and entrepreurial structure but others say that a heuristic approach would help more. Here is a list of some Vietnamese Universities giving Buddhist education . †¢ Ho Chi Minh City College for Buddhist Studies, Thien Minh Temple, Do Xuan Hop †¢ Hanoi College for Buddhist Studies , Non Nuoc Temple, Xa Phu Linh, Huyen Soc Son, Ha Noi. †¢ Hue College for Buddhist Studies, Bao Quoc Temple,Hue. †¢ Can Tho College for Buddhist Studies, Chua Buu An, Quan Ninh Kieu, Can Tho †¢ Lam Dong College for Buddhist Studies, Linh Son Temple, 120 Nguyen Van Troi. Da Lat †¢ Ba Ria – Vung Tau College for Buddhist Studies, Dai Tong Lam Monastery. Tan Thanh. Ba Ria Vung Tau †¢ Bac Lieu College for Buddhist Studies, 3/234 Tinh lo 38, P. 5, Bac Lieu, Ca Mau †¢ Advanced School for Dharma Dissemination, Hoa Khanh Temple, 215 Phan Van Tri, Binh Thanh, HCMC †¢ Khmer Theravada Academy for Buddhist Studies, Pothisomron Temple, O Mon, Can Thos References Asia Recipe. (2000). Vietnam Education. Retrieved January 2, 2008 from: http://asiarecipe. com/vieteducation. html Brough, John. (n. d). Gandhari Dharmapada. India (n. p). B. Seshagiri Rao. (n. d) Andhra Karnata Jainism, Madras Dan, Nhan. (2007). Vietnam Buddhist Sangha on journey with nation. The Buddhist Channel. International Association of Buddhist Universities (2007). List of universities and colleges. Retrived January 2, 2008 from: http://www. iabu. org/ListOfUniversity. aspx Lang, Nguyen. (n. d. ). History Of Buddhism in Vietnam. Viet Nam Phat Giao Su Luan Marginson, S. and Rhoades, G. (2002). Beyond National States, Markets, and Systems of Higher Education: A Glonacal Agency Heuristic, Higher Education. Cambridge: Cambridge University Press. The Buddhist society. (2007). Schools and Traditions; spread of Buddhism. Retrieved January 2, 2008 from: http://www. thebuddhistsociety. org/resources/index. html The Buddhist World. (2007) The Buddhist Schools. (n. p). Retrieved January 2, 2008 from: http://www. buddhanet. net/e-learning/buddhistworld/vietnam-txt. htm Truyen, Chanh Tri Mai Tho (n. d). Buddhism in Vietnam. Vietnam news agency (2007). Vietnam Buddhist sangha in journey with the nation. Retrived January 2, 2008 from: http://www. vnagency. com. vn/Home/EN/tabid/119/itemid/227191/Default. aspx Vietnam News (VNS). (2006). 2006 a significant year for Buddhists. Retrived January 2, 2008 from: http://vietnamnews. vnagency. com. vn/showarticle. php? num=01REL270106 Van Hein, Vietnam. (2001) Vietnamese culture. Education. .Retrieved January 2, 2008 from: http://www. saigoninfo. com/vanhoa/education. php How to cite Place Of Buddhist Education Earliest and In Present Day in Vietnam, Papers

The Death Penalty Essays (1047 words) - Penology, Capital Punishment

The Death Penalty The Death Penalty The death penalty has always been and continues to be a very controversial issue. People on both sides of the issue argue endlessly to gain further support for their movements. While opponents of capital punishment are quick to point out that the United States remains one of the few Western countries that continues to support the death penalty, Americans are also more likely to encounter violent crime than citizens of other countries (Brownlee 31). Justice mandates that criminals receive what they deserve . The punishment must fit the crime. If a buglar deserves imprisonment, then a murderer deserves death (Winters 168). The death penalty is necessary and the only punishment suitable for those convicted of capital offenses. Seventy-five percent of Americans support the death penalty, according to Turner, because it provides a deterrent to some would-be murderers and it also provides for moral and legal justice (83). Deterrence is a theory: It asks what the effects are of a punishment (does it reduce the crime rate?) and makes testable predictions (punishment reduces the crime rate compared to what it would be without the credible threat of punishment), (Van Den Haag 29). The detterent effect of any punishment depends on how quicklythe punishment is applied ( Worsnop 16). Exections are so rare and delayed for so long in comparison th the number of capitol offeses committed that statistical correlations cannot be expected (Winters 104). The number of potential murders that are deterred by the threat of a death penalty may never be known, just as it may never be known how many lives are saved with it. However, it is known that the death penalty does definately deter those who are executed. Life in prision without the possibility of parole is the alternative to execution presented by those that consider words to be equal to reality. Nothing prevents the people sentenced in this way from being paroled under later laws or later court rulings. Futhermore, nothing prevents them from escaping or killing again while in prison. After all, if they have already recieved the maximum sentence available, they have nothing to lose. For example, in 1972 the U.S. Surpreme Court banished the death penalty. like other states, Texas commuted all death sentences to life imprisionment. After being released into the general prison populaton, according to Winters: Twelve of the forty-seven prisoners that recieved commuted sentences were responsible for twenty-one serious violent offenses aainst other inmates and prison staff. One of the commuted death row prisoners killed another inmate and another one killed a girl within one year of his release on parole.(21) This does not mean that every death row inmate would kill again if realeased, but they do tend to be repeat offenders. Winters states Over forty percent of the persond on death row in 1992 were on probation, parole, or pretrail release at the time that they murdered (107). Society has a right and a duty to demand a terrible punishment for a terrible crime. According to Walter Burns, an eloquent defender of the death penalty, execution is the only punishment that can remind people of the moral order that human beings alone live by (qtd in Hertzburg 4). Van Den Haag states that the desire to see crime punished is felt because the criminal gratifies his desires by means that the noncriminal has restrained from using. The punishment of the criminal is needed to justify the restraint of the noncriminal (30). Society has a moral obligation to see that civil government punishes all criminals, which includes enforcing capital punishment. Executing capital offenders helps to balance the scales of moral justice. The death penalty is religiously permissible according to certain passages in the Old Testament, particularly in the eye for an eye teaching advocated in Matthew 5:38. god requires capital justice for premeditated murder, when there is no dooubt of hte accused person's guilt. This is the one crime in the bible for which there is no restitution possible (Winters 64). The Constitution of the United States also supports the death penalty. Norton quotes James Madison, author of the Bill Of Rights: The Fifth Amendment states ' no person shall be held to answer for a capital or otherwise infamous crime, unless on

The Bosman case and its influences on the competitive balance in the European football market Essays

The Bosman case and its influences on the competitive balance in the European football market Essays The Bosman case and its influences on the competitive balance in the European football market Essay The Bosman case and its influences on the competitive balance in the European football market Essay The Bosman case and its influences on the competitive balance in the European football market Introduction Jean-Marc Bosman was a football player in the first division in Belgium and wanted to play for the French team Dunkerque after his contract expired in 1990. The transfer did not succeed because Dunkerques transfer fee was not high enough so his club RFC Li? ©ge refused and Bosman had to wait for a higher offer. Subsequently Bosman sued against the FIFA rules and ought to be proved right. The following pages outlines the consequences of the Judgment of the so called Bosman ruling on he transfer system and on the competitive balance of the European football market. The Judgment An indicator that shows the dimension of the Bosman case is the official title it-self: Union Royale Belge des Soci? ©t? ©s de Football Association ASBL v. Jean-Marc Bosman, Royal club Li? ©geois SA v. Jean-Marc Bosman and others and Union des Associations Europ? ©ennes de Football (UEFA) v. Jean-Marc Bosman (Case C-41 5/93. European The case took place at the European Court of Court reports 1995, page 1-4921). Justice (ECJ) in Luxemburg and was about two different issues. The first one Bosmans omplaint addressed two separate issues, one of them concerns the existing transfer regulation, whereby a professional football player is not allowed to transfer for free at the end of the contract. The other subject is the so called 3+2 rule of the European Football Federation (UEFA) which limits the number of foreign players on the field. Five foreign players in play are the maximum in a competitive match upon condition that two of them having played for at least five years in the clubs country (R. Parrish, (2003), Sports law and policy in the European Union, p. 226). Bosman s rgumentation based on the article 48 (Treaties of Rome) which deals amongst others with the free movement of workers in an international labour market and guarantees the equal treatment of workers of the member states regardless their nationality (Rom Treaties, 1957). The legal process lasted five long years, in the end the counter-arguments of the opposition the exceptional position of sport as a cultural goods failed despite the big lobby of sport associations. One basis of decision- making was the landmark case of Walrave in 1974 in which is stated that sport falls nder the scope of application of Community law (Article 2 EEC), therefore the and with this is applicable to the Article 48 (ECC). This Judicature ensured the free movement of workers within the European Union and the abolition of any discrimination based on nationality between workers of the Member States (R. arnsh, (2003), p. 226). Influences on the competitive balance within the European leagues The legal victory at the EC] ought to have a lasting effect on the competitive balance between national European leagues. The open labour market resulted in a shift of ower from the smaller markets for example Netherlands and Scotland to the bigger ones namely England, Spain, Germany, F rance and Italy also known as the big 5. Former important historical teams such as Ajax Amsterdam were not able to keep up with big 5 teams and had to face upcoming teams from Russia and Ukraine in European competitions as well (DeJonghe Van Obstal, 2000). This competitive disadvantage of smaller market teams is correlated to freedom of movement within the member states and the abolition of the limitation of the number of foreign players. The balance of power shifted from the clubs to the players, who could choose the clubs with the highest wages and resulted in a substantial player emigration from smaller to bigger markets. Ever since then, it is an increasing competition to attract the best player talents (DeJonghe Van Obstal, 2000, p. 43). A study published in the Annual Review of the European Players Labour Market tried to measure the creasing concentration of player talent in the big 5 markets. Therefore, the study compared the US World Cup 1994 which took place before the Bosman case and the World Cup in Germany 2006. The comparison of the eleven ountries who participated in both competitions highlighted the dominating position of the big 5 leagues. In 1994, 43 % of the players made their money in the big 5, compared to 50% in 2006. In order to measure the migration of playing talent, the study left out players who worked in their own country, in this regard the fgures increased from 18,2 % in 1994 to 25,3 % in 2006. In contrast to this, the coefficient for the smaller market leagues state the same with a menial decrease from 3,7 % to 3,6 % (DeJonghe Van Obstal, 2000). To underline the decreasing competitive balance between the European football eagues, the percentage of international players in the top five clubs of each league in the big 5 was 64,6 %, while the respectively league average was well below (DeJonghe Van Obstal, 2000). Another interesting indicator for this are the last 17 final results of the Champions League, Ajax Amsterdam won it in the year of the Bosman Judgment and the FC Porto from Portugal in the year 2004. All 15 other possible Champions League goblets went to teams out of the big 5. One approach of sports economists was to combine the European professional football with some characteristics of the US sports model revenue sharing, salary cap, etc. ) to counteract the concentration on the bigger markets. The problem was that this kind of cross-subsidization would be difficult to implement in the structures of European football (DeJonghe Van Obstal, 2000, p. Conclusion The Bosman case is a landmark in the European football history, it created an open labour market with the result of talent concentration on the bigger markets. The World Cup studies as well as the performances of teams in the European Champions League in the last 16 years underline a decline in competitive balance between the European leagues. In my opinion the financial fair play concept of the UEFA is a good approach to antagonize the power concentration on the bigger markets. The idea of the system is to regulate the balance between the financial earning and spending plus the amount of indebtedness of a club. If there is any control deviation the UEFA has the possibility to exclude this club from international competitions. Just one question remains if the UEFA will take decisive action against clubs who trespass against the rules of the game!? References Case C-41 5/93. European Court reports 1995, page 1-4921 R. Parrish, (2003), Sports law and policy in the European Union, Rom Treaties (art. 2 + art. 48) T. DeJonghe, (2000), Rivista di Dritto ed Economica dello Sport Article 48 1 . The free movement of workers shall be ensured within the Community not later than at the date of the expiry of the transitional period. 2. This shall involve the abolition of any discrimination based on nationality between workers of the Member States, as regards employment, remuneration and other working conditions. 3. It shall include the right, subject to limitations Justified by reasons of public order, ublic safety and public health: (a) to accept offers of employment actually made; (b) to move about freely for this purpose within the territory of Member States; (c) to stay in any Member State in order to carry on an employment in conformity with the legislative and administrative provisions governing the employment of the workers of that State; and (d) to live, on conditions which shall be the subject of implementing regulations to be laid down by the Commission, in the territory of a Member State after having been employed there. iministration.

Low SAT Scores What Should You Do

Low SAT Scores What Should You Do SAT / ACT Prep Online Guides and Tips If your scores on the SAT are on the lower side, you will benefit more from prep strategies that are targeted towards your specific situation. High and low scorers usually have different struggles and goals on the SAT, so the methods that work best for each of them will differ significantly. In this article, I'll cover the reasons why high and low SAT scorers should prepare differently and which strategies SAT low scorers should and shouldn't use to have the best chances of improving their scores. Why Should High and Low Scorers Prepare Differently for the SAT? It’s common for prep books and services to advocate a one-size-fits-all approach to preparing for the SAT.This strategy can be harmful because high and low scorers have distinctneeds. Students at different score levels should approach the test in different ways so that they end up with the best chances of improving their scores. High scorers are students who are consistently scoring 1800 or higher on SAT practice tests, and low scorers are students who are consistently scoring below 1500 on SAT practice tests. Students who are between these two scores may find advice for both scoring categories helpful depending on the types of mistakes they tend to make. High scorers usually make different types of mistakes than low scorers.Their problems are more likely to come from careless mistakes and rushing.The problems that lower scorers have might be a result of gaps in content knowledge or focusing too much on difficult questions and running out of time. It'smore challenging for high scorers to improve their scores. The closer you get to a perfect score, the more of a difference one or two incorrect answers will make. High scorers who hope to do even better will have to zero in on the minutia of test-taking, but low scorers will benefit more fromtaking a broader approach and attacking the test at a basic level.The goal for low scorers is to try and answer all the easy questions and not waste time on difficult questions that they’re less likely to answer correctly.The goal for high scorers is to answer every question regardless of difficulty level and avoid running out of time or rushing and making careless mistakes. Remember, these aren’t fixed categories, just suggestions based on yourstarting point.A low scorer can ultimately turn into a high scorer and should make changes in his or her testing strategies accordingly.In the rest of this article, I will go over the best strategies for students who are currently in the "low scorer" category on the SAT. As you journey through your own personal wormhole of self-improvement on the SAT, you might change your study strategy to account for higher scores! Strategies for Low SAT Scorers Your goal as a low scorer is to get the maximum amount of points in the least amount of time. This means that you will have to approach the test strategically and avoid wasting time on questions that won't help your scores. It's best to look at the test as a fast-paced game or competition - you're not striving for perfection at every stage of the process, you're just trying to get through it and snag as many points as possible in the limited time you have. Here are some of the best strategies for low scorers who are looking to improve their performance significantly. Understand Your Mistakes If you’re trying to improve low SAT scores,it’s really important that you know where you’re going wrong and what might be holding you back.As a low scorer, you’re more likely to have problems with the content on the test in terms of math concepts and grammar rules, but you might also be making mistakes as a result of careless errors or misunderstandings.Most errors fall into one of these four categories: Careless mistake:you should have known the answer, but you got the question wrong because you rushed or didn't read carefully. Time issue:you didn't make it to the question before your time for the section was up. Misunderstanding the question:the wording of the question confused you, so you interpreted it wrong and answered incorrectly or were forced to guess. Lack of content knowledge:you never learned the fundamental skills that you needed to answer the question (this happens most often in the Math section). It’s a good idea for you totake a practice test or two and categorize your mistakes.This way, you can start practicing targeted studying that’s directed towards fixing the specific problems you have on the test.Consult our article on understanding your mistakes (link in the title of this section!) to get a more complete overview of this process. I'll also give some more specific advice about how to address common mistakes that low scorers make in the next couple of sections. Prevent Time Issues: Skip Difficult Questions If you’re scoring relatively low on the SAT, getting stuck on difficult questions can hurt your score.It’s in your best interests to skip any questions that are especially challenging for you.The best strategy is just to skip questions that you don’t know at first glance so that you have enough time to get through the whole section. Make sure you have time to answer every single easy question so you don’t miss out on any points! You might be able to go back to difficult questions at the end if you still have time, but these questions should be your last priority.Leaving the most difficult questions blank won’t ruin your scores if you’re not aiming for perfection. In the Reading section, for example, you can technically skip twenty questions and still get a 600.You need to focus primarily on accuracy in your answers to questions that you understand better. As a general rule, skip a question if you find yourself spending more than 30 seconds on it. For more in depth pacing strategies, take a look at our advice on how to stop running out of time on SAT Reading and SAT Math. Skip it, just like this creepy child. Fill in Content Gaps As a low scorer, it's very important that you diagnose and repair any gaps in your knowledge that you notice through taking practice tests. Content gaps are a common issue on the Math section because some students may have forgotten mathematical concepts that they learned a while ago or didn't fully understand in class. Filling in these gaps in your knowledge can go a long way towards building your confidence on the test and raising your scores. To fix these types of issues, you might turn to SAT prep books, class notes, or your school textbooks for study materials. See our list of the best SAT prep books for some ideas on how you can brush up on your content knowledge in different subject areas. Once you have the appropriate background knowledge, you can start trying out your newfound skills on SAT practice questions that pertain to the topic that was causing you problems. Learn to Eliminate Question Misunderstandings Question misunderstandings are a common problem on the SAT for low scorers in particular. Since the wording of SAT questions is often weird and confusing, it's easy to mix up what the test is asking for and make a mistake. A good overall strategy for avoiding this is to write down what the question is asking in a simpler form that makes more sense to you. For math questions, you can also underline the value that you're being asked to find so that you don't get sidetracked in your calculations. For questions in the reading section where the wording is confusing, underlining the most important parts of the question can also be helpful. This will remind you of what you should be focusing on as you read relevant information in the passage and prevent you from choosing answers that deviate slightly from the question's main focus. You can also prevent yourself from falling victim to these types of mistakes just by doing more practice questions. The more comfortable you are with the format of the test, the less prone you will be to misinterpreting questions. Ha it's focusing on the piece of paper that says focus. Genius. But seriously, focusing on the most important parts of each question is the key to avoiding misunderstandings! Strategies Low Scorers Should Avoid Just like there are study strategies that are especially helpful for low scorers, there are some that are especiallyunhelpfulif you have low SAT scores.Make sure to avoid these common mistakes in how you approach the test. Focusing Too Much on Careless Mistakes As a low scorer, you may be making some careless mistakes, but it's likely that you have larger problems that need to be addressed first. High scorers need to devote time to fixing the problems in their testing strategy that cause careless mistakes because they are aiming for elite scores. Low scorers need to focus on deeper issues with time, content, and question misunderstandings before delving into the realm of careless mistakes. Many students also have a tendency to diagnose too many mistakes that they make on practice tests as just "careless" when the mistakes are actually part of a different problem with their understanding of the question or with time management. You may find that your careless mistakes as a low scorer will automatically decrease as you begin to fix other issues that you have with the test. After you've fully understood and fixed other types of mistakes, you may find that you've moved up into the high scorer category and can begin to zero in on smaller issues like careless errors that are only causing you to lose a few points here and there. Pressuring Yourself to Answer Every Question High scorers who are aiming to get perfect or close to perfect results on the SAT need to make sure that they answer every question. Low scorers, however, can damage their scores if they subscribe to this mindset. As I said earlier, even if you leave twenty questions blank on the Reading section (and get everything else right) you can still get a 600. This tells you that trying to answer every single question is not a productive strategy for low scorers. If you have it in your head that you need to answer all the questions in each section, this can make it more difficult for you to focus and cause greater test anxiety. This may ultimately lead to lower scores in the long run if you spend too much energy trying to figure out difficult questions and don't have enough time to grab all the easy points. There's no need to put this kind of pressure on yourself as a low scorer! Don't let yourself get to the point where this seems like a good idea. Conclusion Students with low SAT scoresshould use different strategies than high scorers to prepare for the SAT. You're more likely to make certain types of mistakes as a low scorer, and most of your energy should go towards fixing those problems. The best strategies for low scorers include: Understanding your mistakes Skipping difficult questions Filling in content gaps Avoiding question misunderstandings Low scorers should avoid strategies like focusing exclusively on careless errors or attempting to answer every question on the test. As your scores improve, you might end up reaching a level where these strategies are more relevant, but for now you should focus on the deeper issues you have with content and format on the SAT. What's Next? For more advice on improving your scores, read our articles on how to get a 600 on SAT Math, SAT Reading, and SAT Writing. You should also check out these fifteen quick tips for improving your overall scores on the SAT. Struggling with the SAT essay? Here are a bunch of different strategies for improving your score. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today: