(Q) Thesis about doctrinal/ethical model between Buddhism and Hinduism

For thousands of years, religion has provided a means for individuals to explore the fundamental questions of life, seek a higher purpose, and connect with the world around them. It shapes our values, beliefs, and way of life. It really exerts a profound influence on the course of our life. In this essay, I will delve into and compare the doctrinal and ethical dimensions of two of the most popular Eastern religions, namely Hinduism and Buddhism. These two religions possess both great similarities and differences that are worth exploring in greater depth. Specifically, this essay will examine this research question: How do Hinduism and Buddhism differ in their understanding of ultimate reality and ethical systems? Through carefully analyzing the doctrinal and ethical dimensions of both religions, this essay will argue that, while Hinduism and Buddhism share a common understanding of ultimate reality as a state of transcendence, they diverge in their ethical systems and teachings. To fully understand the nuances of these religions, I will explore both the history and geography of Hinduism and Buddhism, as well as compare and contrast their similarities and differences in relation to the two chosen dimensions (doctrinal and ethical). We will gain a deeper appreciation for the unique characteristics of each religion and the ways in which they differ in their approach this ultimate reality and ethical systems after examining these factors.
Here are the instructions: Your final research essay must centre on two (2) of the religious traditions covered in thewinter term (I picked Hinduism and Buddhism). Your essayshould be thesis-based, comparative in nature, and refer to two (2) dimensions from Ninian Smart’s

Stage 4 lessons within the relatively new curriculum of Computer Science, and how literacy and numeracy can support learning in order to provide a fully inclusive learning environment. The delivery school in Sherborne where I am employed is rated ‘Good’ by OFSTED (2017). It converted to an Academy in 2012 and holds approximately 1580 students aged 11-18. It has a relatively low number of students who have English as an additional language and the free school meal/pupil premium percentage is approximately 13% lower than national average (Gov.UK). For this assignment, I will use my Year 10 Computer Science class. This is a predominately male class with one female student. Their target grades range from grade 3 – 8, with the majority of students at the upper end of this range. The data for this class can be seen in Appendix A. The subject content for this assignment is Python Programming, looking at how the incorporation of numeracy and literacy supports learning in this topic. All subjects to some degree use literacy and numeracy. Particularly having awareness of this in Computer Science is very important. Computer Science especially ‘has deep links with mathematics’ (DfE, 2013). Students are required as part of the OCR (Oxford and Cambridge) GCSE Computer Science Specification to complete a programming task which involves planning, reviewing and evaluating their programs. Lacking the basic literacy and numeracy skills would hinder students’ ability to complete this task. The OCR syllabus states students must be able to apply Computer Science related mathematics confidently (OCR, 2018, p.8) and have the understanding of key mathematical elements laid out in Appendix B. In the aims of the National Curriculum for Computing it says that students must be able to ‘understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation’ (DfE, 2013). This not only relates to the programming activities, but the syllabus clearly lays out that it includes both practical and theoretical contexts, and the use of computing-related mathematics within those contexts (OCR, 2018, p.31).>
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