European Journal of Medicine and Veterinary Sciences-Novus (Ejmvs)

Vol 01, Issue 03, 2021

Paper id: 01000012EJMVS     Open Access
Title: Sexuality in Vajrayana Tantra; A Metaphoric Union of Wisdom and Compassion
Year: 2022          Full Paper       [Download]         Page: 4-9
Abstract:  The absolute union of female and male energy in Tantaric tradition over the centuries has turned into many hussy misinterpretation form of aspect from one to many, thorough the sub-branches. Tantra definitely is a globally misused and misunderstood word ever, (Gross, 2018). Tantra is understood to imply partnered sexual intercourse, pronounced as “Sex”, a sex between two realized being. Does it really mean the “SEX”, the physical? There is much misunderstanding about tantric sexual union practice in Vajrayana, as practiced in the Tibetan Buddhist tradition. This is one of the reasons it is kept secret and only for initiated. Actual physical unions are undertaken for attaining enlightenment based on strict commitments involving advanced practice of pranayama, yoga and visualization which only can be practiced by deep realization on emptiness. The etymology of Tantric ideology “UNION” is union of mystic energy represented as sexual metamorphic union. Literature evaluation and traditional concepts which discussed throughout the paper proved that more research required to understand Vajrayana Tantra. In this paper we try to present the possible answers for these questions.
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Paper id: 01000011EJMVS     Open Access
Title: Equitable Assessment Practices of Yarphel Mss For Children With Dysgraphia: A Case Study
Year: 2022  [Download]         Full Paper       [Download]         Page: 10-34

Abstract: Inflexible assessment is reported in various contexts of children with disabilities at national level. The documents “Standards of inclusive education” (2017) and “Guidelines for assessment, examination, promotion and transition” (2018) recognize the need for equitable assessments for children with disabilities in the Bhutanese context. However, it is not clearly known how the schools are practicing the equitable assessments as recognized by the standard documents. Particularly, the equitable assessment specific to children with dysgraphia is scarce. Therefore, this research described the equitable assessment practices of Yarphel MSS for children with dysgraphia.  The single embedded case study approach was employed and the data were gathered through semi-structured interview, document analysis, and observations to understand the issue. The study employed purposive sampling which involved 20 participants that include Principal, SENCO, Academic Coordinator, Exam Coordinator, 12 teachers, three children with dysgraphia and a parent of child participant one (C1). The data were analyzed through thematic analysis and pattern matching technique. The study has found four major strategies that were employed to ensure the assessments equitable. They are: 1) modification; 2) accommodation; 3) classroom activity adaptation; and 4) collaboration and communication. The study has also identified four major barriers that have hindered the practice of equitable assessments for children with dysgraphia. The barriers are: 1) inadequate policy support; 2) inadequate training; 3) inadequate facility; and 4) inadequate support from stakeholders. The study concludes that four strategies of equitable assessments noted require deliberate practices to be fairer for children with dysgraphia. Therefore, to enable more equitable assessment practices, the school and relevant stakeholders need to collaboratively work on the barriers identified.

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