- The document discusses religious persecution faced by Christians in India, particularly in the state of Orissa in 2007-2008, where thousands of Christians were displaced from their homes and many churches and institutions were destroyed in attacks.
- It provides statistics on deaths, injuries, displaced persons, and destroyed property resulting from the violence. It also discusses ongoing issues like lack of rehabilitation and medical care for displaced Christians.
- The document argues that allegations of forced conversions are false and notes the significant social contributions of Christian organizations in India, calling for protection of religious freedom and justice for persecuted Christians.
The document discusses the contributions of Christianity and the Catholic Church to nation building in India from a socio-pastoral and sociological perspective. It highlights the Church's landmark contributions in fields like education, healthcare, and social development. Some key points made are:
1) The Catholic Church runs over 17,000 educational institutions, with 70% in rural areas serving disadvantaged groups. This helped democratize education.
2) In healthcare, the Church operates 4,743 institutions, with 85% in remote villages lacking adequate facilities.
3) In social development, the Church focuses on empowering the poor through organizations, and liberating tribals from oppression. This has faced negative reactions from some groups.
Bangalore to Shirdi Flight package | My Shirdi Tripmyshirdi9seo
Mhalsapati was Sai Baba's foremost devotee, being the first to worship and address him as a saint. On one occasion when Sai Baba fell ill, Mhalsapati cared for him and refused to allow officials to bury him when they declared him dead, after which Sai Baba revived. In return, Sai Baba guided and protected Mhalsapati, keeping him on a high spiritual path. After Sai Baba's death, Mhalsapati continued daily worship and rituals at the mosque for four more years in devotion to Sai Baba.
(1) Christian communities in India's Kandhamal region of Orissa experienced severe persecution and violence in 2007-2008, with many deaths, injuries, destroyed homes and churches, and thousands fleeing to forests. (2) The persecution was part of increasing hate campaigns and attacks against Christians across several Indian states based on false allegations of forced conversions. (3) However, facts show Christianity in India has grown very slowly and Christian organizations run many educational and social services, while Christians have responded to persecution with forgiveness rather than violence.
Sri Sai Baba was a fakir who arrived in Shirdi Village in the 19th century. Though nothing was known about him, he gradually gained followers through his spiritual teachings and miraculous powers. He preached equality and universal brotherhood, treating Hindus and Muslims alike. Sai Baba believed in serving humanity above all else. When he passed away in 1918, he left behind a legacy of selfless service and devotion to God.
Sister Ishpriya was born in England but has lived in India for many years, where she has studied Hindu, Buddhist, and Christian spiritual traditions. She is committed to interfaith understanding and sees a need for a planetary spirituality that is inclusive of all faiths. Her own spirituality draws from concepts in Buddhism, Christianity, Hinduism, Taoism, and contemporary science. She holds a doctorate in psychology and incorporates Eastern and Western spiritual wisdom into her teachings. People from around the world seek her spiritual guidance.
Sadhu Sundar Singh - The Apostle of the East and West by James A. Kelso - dated 1931 - uploaded by Peter-John Parisis
Lucifer, Witness, Normal, Christian, Church, India, Sadhu, Sundar, Singh
Collection folkscanomy_religion; folkscanomy;
Christianity is the third largest religion in India, constituting 2.3% of the population. It was introduced by St. Thomas in the 1st century and spread further by Europeans starting in the 15th century. Today it is growing, especially among middle and upper classes. However, Christians have also faced conflicts with Hindus and Muslims over conversions and destruction of churches. The document discusses the history and spread of Christianity in India as well as current demographics, cultural influences, and tensions with other religious groups.
- The document discusses religious persecution faced by Christians in India, particularly in the state of Orissa in 2007-2008, where thousands of Christians were displaced from their homes and many churches and institutions were destroyed in attacks.
- It provides statistics on deaths, injuries, displaced persons, and destroyed property resulting from the violence. It also discusses ongoing issues like lack of rehabilitation and medical care for displaced Christians.
- The document argues that allegations of forced conversions are false and notes the significant social contributions of Christian organizations in India, calling for protection of religious freedom and justice for persecuted Christians.
The document discusses the contributions of Christianity and the Catholic Church to nation building in India from a socio-pastoral and sociological perspective. It highlights the Church's landmark contributions in fields like education, healthcare, and social development. Some key points made are:
1) The Catholic Church runs over 17,000 educational institutions, with 70% in rural areas serving disadvantaged groups. This helped democratize education.
2) In healthcare, the Church operates 4,743 institutions, with 85% in remote villages lacking adequate facilities.
3) In social development, the Church focuses on empowering the poor through organizations, and liberating tribals from oppression. This has faced negative reactions from some groups.
Bangalore to Shirdi Flight package | My Shirdi Tripmyshirdi9seo
Mhalsapati was Sai Baba's foremost devotee, being the first to worship and address him as a saint. On one occasion when Sai Baba fell ill, Mhalsapati cared for him and refused to allow officials to bury him when they declared him dead, after which Sai Baba revived. In return, Sai Baba guided and protected Mhalsapati, keeping him on a high spiritual path. After Sai Baba's death, Mhalsapati continued daily worship and rituals at the mosque for four more years in devotion to Sai Baba.
(1) Christian communities in India's Kandhamal region of Orissa experienced severe persecution and violence in 2007-2008, with many deaths, injuries, destroyed homes and churches, and thousands fleeing to forests. (2) The persecution was part of increasing hate campaigns and attacks against Christians across several Indian states based on false allegations of forced conversions. (3) However, facts show Christianity in India has grown very slowly and Christian organizations run many educational and social services, while Christians have responded to persecution with forgiveness rather than violence.
Sri Sai Baba was a fakir who arrived in Shirdi Village in the 19th century. Though nothing was known about him, he gradually gained followers through his spiritual teachings and miraculous powers. He preached equality and universal brotherhood, treating Hindus and Muslims alike. Sai Baba believed in serving humanity above all else. When he passed away in 1918, he left behind a legacy of selfless service and devotion to God.
Sister Ishpriya was born in England but has lived in India for many years, where she has studied Hindu, Buddhist, and Christian spiritual traditions. She is committed to interfaith understanding and sees a need for a planetary spirituality that is inclusive of all faiths. Her own spirituality draws from concepts in Buddhism, Christianity, Hinduism, Taoism, and contemporary science. She holds a doctorate in psychology and incorporates Eastern and Western spiritual wisdom into her teachings. People from around the world seek her spiritual guidance.
Sadhu Sundar Singh - The Apostle of the East and West by James A. Kelso - dated 1931 - uploaded by Peter-John Parisis
Lucifer, Witness, Normal, Christian, Church, India, Sadhu, Sundar, Singh
Collection folkscanomy_religion; folkscanomy;
Christianity is the third largest religion in India, constituting 2.3% of the population. It was introduced by St. Thomas in the 1st century and spread further by Europeans starting in the 15th century. Today it is growing, especially among middle and upper classes. However, Christians have also faced conflicts with Hindus and Muslims over conversions and destruction of churches. The document discusses the history and spread of Christianity in India as well as current demographics, cultural influences, and tensions with other religious groups.
The document provides information about India's ancient civilization and its contributions to various fields like science, mathematics, medicine, and philosophy. It highlights important figures from India's history like Aryabhatta, Brahmagupta, Sushruta, and others who made significant discoveries centuries before their Western counterparts in fields such as astronomy, calculus, surgery, and more. It also briefly outlines India's diverse languages, religions, and cultural heritage.
This document discusses the various tactics used by Christian missionaries in India to convert Hindus to Christianity. It describes how missionaries dress like Hindu holy men, teach Christian versions of Hindu rituals and symbols, and promise material benefits to persuade Hindus to convert. It argues this amounts to a "war against Hinduism" that is undermining Hindu culture and could reduce Hindus to a minority in India over time through these conversion activities and secular education that diminishes Hinduism.
This document discusses the tactics used by Christian missionaries in India to convert Hindus to Christianity. It describes how missionaries dress like Hindu holy men, incorporate Hindu rituals into Christian worship, promise benefits like loan forgiveness to tribals for converting, and use tricks and false healings to convince people to convert. The document asserts that these conversions are not based on spiritual reasons but on material benefits and trickery. It also discusses how some Christian groups have created a confrontational environment against Hindus in Northeast India and forbid Hindu practices in some areas.
This document provides the life story of Salman al-Farsi, a companion of Prophet Muhammad. It details how Salman was originally from Iran and followed Zoroastrianism but became interested in Christianity after observing Christians praying. He traveled extensively in search of religious guidance, eventually being told by a bishop to seek out the Prophet Muhammad who was prophesied to appear in Arabia. Salman joined a caravan to Medina and finally met Muhammad, recognizing signs that identified him as the Prophet. Salman converted to Islam and contributed greatly to early Muslim victories through his military advice and strategies.
Christianity has a long history in India, dating back to 52AD when St. Thomas first brought Christianity to the southern state of Kerala. It remained small until the arrival of European missionaries in the 15th-16th centuries. While Christianity remains a minority religion in India making up only 2-4% of the population, the Christian community has made significant contributions to education, social justice, and interfaith dialogue. However, Christians have also faced increasing persecution in recent decades from Hindu nationalist groups accusing them of forced conversions. Overall Christianity has deep roots in India but continues to face challenges of intolerance.
This document discusses the history of Christian missionary activity in India over five phases from the arrival of the Portuguese to modern times. It outlines how missionary tactics changed from overt aggression to more subtle means of conversion through education and social services. The document argues that Christian missionary efforts have caused significant cultural and social damage in India and other countries in Asia. It calls for Hindus to resist missionary activities and enact laws prohibiting forceful or fraudulent conversion practices.
This document provides descriptions of various saints honored in the Orthodox church, including St. Thomas, St. George, Eldho Mar Baselios, St. Gregorios, St. Dionysius, St. Athanasius and St. Cyril, the Three Hierarchs (St. Basil the Great, St. Gregory the Theologian, St. John Chrysostom), St. Ephrem the Syrian, and St. Behanam. Each entry provides biographical and theological context about the saint's life and their significance and contributions to the Orthodox faith.
Atrocities on hindus by missionaries in goa Karsevak India
This document discusses atrocities committed against Hindus by Christian missionaries in Goa and other parts of India. It describes how missionaries have forcibly converted and killed Hindus who refused to convert. The document criticizes the Pope for condemning violence against Christians in India without acknowledging the reasons for Hindu outrage over forced conversions. It provides examples of missionaries beating Hindus to death for refusing to convert in Bihar and threatening others with violence if they don't convert. The document argues that an anti-conversion law is needed to prevent such atrocities.
This document examines images of evil across different cultures and time periods. It discusses how symbols like the swastika have different meanings depending on cultural context. It also explores concepts of evil as portrayed in various religious figures, media, and cult leaders. The document presents information on these topics to promote discussion on similarities and differences in cultural perspectives of evil, as well as things that may be universally seen as repugnant.
Hinduism - What is wrong with Hinduism?Sabry Shaheen
The document discusses how Hindu priests have manipulated and distorted Hindu scriptures like the Laws of Manu to promote caste discrimination and encourage donations to Brahmins. It provides several examples from the scriptures that entitle Brahmins to special privileges and require others castes to serve and obey Brahmins. The document argues that Hinduism has been reformed not due to scripture but because educated people have rejected the wrong teachings promoted by priests for their own benefit. It encourages the reader to pray directly to God to discern the truth rather than rely on priests or scholars.
Sita ram goel history of hindu-christian encountersIndiaInspires
This document provides a summary of encounters between Hinduism and Christianity in India from 304 AD to 1996 AD, based on the book by Sita Ram Goel. It discusses early peaceful encounters between Syrian Christians and Hindus in India, followed by forced conversions and destruction of Hindu temples after the arrival of Portuguese missionaries. It also critiques the views and approaches of various Indian and Western figures towards Hinduism and Christianity such as Mahatma Gandhi, Thomas Jefferson, and Pat Robertson. The document argues that Christian missionaries aimed to destroy Hindu society and culture in India.
The document summarizes five major world religions: Christianity, Judaism, Islam, Hinduism, and Buddhism. It provides details on their founders, sacred texts, festivals, and core beliefs. Christianity has over 2 billion followers, Judaism has 14 million, Islam has 1.3 billion, Hinduism has 900 million, and Buddhism has 360 million. The religions are described through concise sections on their history, traditions, and spiritual practices.
J.C. Ryle was an Anglican clergyman and the first Bishop of Liverpool. He wrote strongly evangelical works that clearly presented biblical truths with practical, real-world applications for believers. Ryle was a contemporary of Charles Spurgeon and advocated for simple, clear preaching. The document goes on to provide biographical details about Ryle's family and spiritual background, education and entry into ministry. It describes the book "Practical Religion" as a collection of tracts addressing Christian duties, privileges, dangers and experience.
Hindu society must gather self-confidence to defend itself from accusations. It should evaluate other religions and ideologies based on its own thought, not compare itself to them. The document discusses differences between the spiritual freedom of Sanatan Dharma and the religious regimentation of other religions. It argues Hindu society should be proud of its spiritual and cultural heritage.
The document discusses various challenges and approaches related to sharing the gospel with Hindu friends in India. It notes that some potential hindrances include fear, lack of burden or time, and not feeling equipped. It also addresses how to connect with friends influenced by religious philosophies through a contextual or incarnational approach, emphasizing relationship building, patience, and investment of time. The document provides biblical examples of sharing faith cross-culturally and suggests practical evangelism methods like hospitality, festivals, social engagements, and personal listening.
The document summarizes a student's report on Hinduism. It includes an overview of Hinduism's origins and practices. It then describes the student's visit to a Hindu temple in Texas, noting the temple's architecture and worship rituals. The student also interviews a Hindu woman about her faith. Key beliefs discussed include reincarnation, non-violence, and accepting all religions as valid paths. The student concludes by comparing Hinduism to Christianity and reflecting on learning that one need not strictly adhere to one religion.
This journal examines the Methodist church in the UK, its behavior, historical roots and the problem it is facing in the 21st Century and suggests a solution based on research conducted.
This document provides an overview of Catholic teachings regarding Mary and the saints. It discusses that Catholics honor but do not worship Mary and the saints. It outlines Mary's role in salvation history and several dogmas regarding Mary, such as her Immaculate Conception and Assumption. Several approved Marian apparitions are summarized, including Our Lady of Guadalupe, Lourdes, and Fatima. The document also briefly discusses the canonization process and provides examples of patron saints.
The document discusses what it means to be a Sikh and follow the Sikh way of life known as Sikhee. It describes how Sikhee was established by Guru Nanak Dev Ji and further developed by the 10 Sikh Gurus. It provides details on key aspects of Sikhee including accepting the Guru's teachings, embracing the 5 Ks as symbols of Sikh identity, taking Amrit to cement the relationship with the Guru, and focusing one's spiritual life on reciting and understanding the teachings of the Guru Granth Sahib Ji. The goal of Sikhee is to live a disciplined life guided by the Guru while achieving worldly success and spiritual fulfillment through inner connection
This document provides brief biographies of several influential missionaries and organizations throughout history. It discusses key figures like Donald McGavran who promoted church growth and people movements, Mother Teresa and her Missionaries of Charity, and Brother Andrew who smuggled Bibles behind the Iron Curtain. It also summarizes impacts of nationalism, communism, resurgent religions, and trends in Protestantism, Catholicism, and missions generally. Pentecostalism experienced explosive growth while missionary numbers declined but national workers and short-term missions increased.
This article provides a biography and overview of the life and accomplishments of Mother Teresa. It discusses that she was born in 1910 in Macedonia and joined the Loreto order of nuns in 1928, eventually traveling to Calcutta, India in 1937 to teach. In 1946, she received permission from the Vatican to leave the convent and work with the poor and dying in Calcutta, founding the Missionaries of Charity. Over her life, she expanded her order's work to establish homes for the dying, orphanages, leper clinics, and other facilities globally. The article also examines her religious, political, and sexual views as a devout Catholic and advocate for the poor.
This is an assignment undertaken in the organisational behaviour course. This assignment talks about how Saint Mother Teresa was able to be visionary and motivator to millions in this world.
The document provides information about India's ancient civilization and its contributions to various fields like science, mathematics, medicine, and philosophy. It highlights important figures from India's history like Aryabhatta, Brahmagupta, Sushruta, and others who made significant discoveries centuries before their Western counterparts in fields such as astronomy, calculus, surgery, and more. It also briefly outlines India's diverse languages, religions, and cultural heritage.
This document discusses the various tactics used by Christian missionaries in India to convert Hindus to Christianity. It describes how missionaries dress like Hindu holy men, teach Christian versions of Hindu rituals and symbols, and promise material benefits to persuade Hindus to convert. It argues this amounts to a "war against Hinduism" that is undermining Hindu culture and could reduce Hindus to a minority in India over time through these conversion activities and secular education that diminishes Hinduism.
This document discusses the tactics used by Christian missionaries in India to convert Hindus to Christianity. It describes how missionaries dress like Hindu holy men, incorporate Hindu rituals into Christian worship, promise benefits like loan forgiveness to tribals for converting, and use tricks and false healings to convince people to convert. The document asserts that these conversions are not based on spiritual reasons but on material benefits and trickery. It also discusses how some Christian groups have created a confrontational environment against Hindus in Northeast India and forbid Hindu practices in some areas.
This document provides the life story of Salman al-Farsi, a companion of Prophet Muhammad. It details how Salman was originally from Iran and followed Zoroastrianism but became interested in Christianity after observing Christians praying. He traveled extensively in search of religious guidance, eventually being told by a bishop to seek out the Prophet Muhammad who was prophesied to appear in Arabia. Salman joined a caravan to Medina and finally met Muhammad, recognizing signs that identified him as the Prophet. Salman converted to Islam and contributed greatly to early Muslim victories through his military advice and strategies.
Christianity has a long history in India, dating back to 52AD when St. Thomas first brought Christianity to the southern state of Kerala. It remained small until the arrival of European missionaries in the 15th-16th centuries. While Christianity remains a minority religion in India making up only 2-4% of the population, the Christian community has made significant contributions to education, social justice, and interfaith dialogue. However, Christians have also faced increasing persecution in recent decades from Hindu nationalist groups accusing them of forced conversions. Overall Christianity has deep roots in India but continues to face challenges of intolerance.
This document discusses the history of Christian missionary activity in India over five phases from the arrival of the Portuguese to modern times. It outlines how missionary tactics changed from overt aggression to more subtle means of conversion through education and social services. The document argues that Christian missionary efforts have caused significant cultural and social damage in India and other countries in Asia. It calls for Hindus to resist missionary activities and enact laws prohibiting forceful or fraudulent conversion practices.
This document provides descriptions of various saints honored in the Orthodox church, including St. Thomas, St. George, Eldho Mar Baselios, St. Gregorios, St. Dionysius, St. Athanasius and St. Cyril, the Three Hierarchs (St. Basil the Great, St. Gregory the Theologian, St. John Chrysostom), St. Ephrem the Syrian, and St. Behanam. Each entry provides biographical and theological context about the saint's life and their significance and contributions to the Orthodox faith.
Atrocities on hindus by missionaries in goa Karsevak India
This document discusses atrocities committed against Hindus by Christian missionaries in Goa and other parts of India. It describes how missionaries have forcibly converted and killed Hindus who refused to convert. The document criticizes the Pope for condemning violence against Christians in India without acknowledging the reasons for Hindu outrage over forced conversions. It provides examples of missionaries beating Hindus to death for refusing to convert in Bihar and threatening others with violence if they don't convert. The document argues that an anti-conversion law is needed to prevent such atrocities.
This document examines images of evil across different cultures and time periods. It discusses how symbols like the swastika have different meanings depending on cultural context. It also explores concepts of evil as portrayed in various religious figures, media, and cult leaders. The document presents information on these topics to promote discussion on similarities and differences in cultural perspectives of evil, as well as things that may be universally seen as repugnant.
Hinduism - What is wrong with Hinduism?Sabry Shaheen
The document discusses how Hindu priests have manipulated and distorted Hindu scriptures like the Laws of Manu to promote caste discrimination and encourage donations to Brahmins. It provides several examples from the scriptures that entitle Brahmins to special privileges and require others castes to serve and obey Brahmins. The document argues that Hinduism has been reformed not due to scripture but because educated people have rejected the wrong teachings promoted by priests for their own benefit. It encourages the reader to pray directly to God to discern the truth rather than rely on priests or scholars.
Sita ram goel history of hindu-christian encountersIndiaInspires
This document provides a summary of encounters between Hinduism and Christianity in India from 304 AD to 1996 AD, based on the book by Sita Ram Goel. It discusses early peaceful encounters between Syrian Christians and Hindus in India, followed by forced conversions and destruction of Hindu temples after the arrival of Portuguese missionaries. It also critiques the views and approaches of various Indian and Western figures towards Hinduism and Christianity such as Mahatma Gandhi, Thomas Jefferson, and Pat Robertson. The document argues that Christian missionaries aimed to destroy Hindu society and culture in India.
The document summarizes five major world religions: Christianity, Judaism, Islam, Hinduism, and Buddhism. It provides details on their founders, sacred texts, festivals, and core beliefs. Christianity has over 2 billion followers, Judaism has 14 million, Islam has 1.3 billion, Hinduism has 900 million, and Buddhism has 360 million. The religions are described through concise sections on their history, traditions, and spiritual practices.
J.C. Ryle was an Anglican clergyman and the first Bishop of Liverpool. He wrote strongly evangelical works that clearly presented biblical truths with practical, real-world applications for believers. Ryle was a contemporary of Charles Spurgeon and advocated for simple, clear preaching. The document goes on to provide biographical details about Ryle's family and spiritual background, education and entry into ministry. It describes the book "Practical Religion" as a collection of tracts addressing Christian duties, privileges, dangers and experience.
Hindu society must gather self-confidence to defend itself from accusations. It should evaluate other religions and ideologies based on its own thought, not compare itself to them. The document discusses differences between the spiritual freedom of Sanatan Dharma and the religious regimentation of other religions. It argues Hindu society should be proud of its spiritual and cultural heritage.
The document discusses various challenges and approaches related to sharing the gospel with Hindu friends in India. It notes that some potential hindrances include fear, lack of burden or time, and not feeling equipped. It also addresses how to connect with friends influenced by religious philosophies through a contextual or incarnational approach, emphasizing relationship building, patience, and investment of time. The document provides biblical examples of sharing faith cross-culturally and suggests practical evangelism methods like hospitality, festivals, social engagements, and personal listening.
The document summarizes a student's report on Hinduism. It includes an overview of Hinduism's origins and practices. It then describes the student's visit to a Hindu temple in Texas, noting the temple's architecture and worship rituals. The student also interviews a Hindu woman about her faith. Key beliefs discussed include reincarnation, non-violence, and accepting all religions as valid paths. The student concludes by comparing Hinduism to Christianity and reflecting on learning that one need not strictly adhere to one religion.
This journal examines the Methodist church in the UK, its behavior, historical roots and the problem it is facing in the 21st Century and suggests a solution based on research conducted.
This document provides an overview of Catholic teachings regarding Mary and the saints. It discusses that Catholics honor but do not worship Mary and the saints. It outlines Mary's role in salvation history and several dogmas regarding Mary, such as her Immaculate Conception and Assumption. Several approved Marian apparitions are summarized, including Our Lady of Guadalupe, Lourdes, and Fatima. The document also briefly discusses the canonization process and provides examples of patron saints.
The document discusses what it means to be a Sikh and follow the Sikh way of life known as Sikhee. It describes how Sikhee was established by Guru Nanak Dev Ji and further developed by the 10 Sikh Gurus. It provides details on key aspects of Sikhee including accepting the Guru's teachings, embracing the 5 Ks as symbols of Sikh identity, taking Amrit to cement the relationship with the Guru, and focusing one's spiritual life on reciting and understanding the teachings of the Guru Granth Sahib Ji. The goal of Sikhee is to live a disciplined life guided by the Guru while achieving worldly success and spiritual fulfillment through inner connection
This document provides brief biographies of several influential missionaries and organizations throughout history. It discusses key figures like Donald McGavran who promoted church growth and people movements, Mother Teresa and her Missionaries of Charity, and Brother Andrew who smuggled Bibles behind the Iron Curtain. It also summarizes impacts of nationalism, communism, resurgent religions, and trends in Protestantism, Catholicism, and missions generally. Pentecostalism experienced explosive growth while missionary numbers declined but national workers and short-term missions increased.
This article provides a biography and overview of the life and accomplishments of Mother Teresa. It discusses that she was born in 1910 in Macedonia and joined the Loreto order of nuns in 1928, eventually traveling to Calcutta, India in 1937 to teach. In 1946, she received permission from the Vatican to leave the convent and work with the poor and dying in Calcutta, founding the Missionaries of Charity. Over her life, she expanded her order's work to establish homes for the dying, orphanages, leper clinics, and other facilities globally. The article also examines her religious, political, and sexual views as a devout Catholic and advocate for the poor.
This is an assignment undertaken in the organisational behaviour course. This assignment talks about how Saint Mother Teresa was able to be visionary and motivator to millions in this world.
John Heyl Vincent was a Methodist minister born in 1832 in Alabama who co-founded the Chautauqua Institution. He had a varied career as a minister moving between churches in Illinois, New Jersey, and Pennsylvania. In 1868, he met Lewis Miller in Ohio and they launched the Chautauqua Institution, which provided educational and cultural programs for adults and Sunday school teachers. Vincent served as the Chancellor of Chautauqua and continued his involvement after retiring from the Methodist church in 1904. He died in 1920 still advocating for the educational mission of Chautauqua.
John Heyl Vincent was a Methodist minister born in 1832 in Alabama who co-founded the Chautauqua Institution. He had a varied career as a minister moving between churches in Illinois, New Jersey, and Pennsylvania. In 1868, he met Lewis Miller in Ohio and they launched the Chautauqua Institution, which provided popular education through lectures, classes, and cultural activities. Vincent served as the Chancellor of Chautauqua and continued his involvement after retiring from the Methodist church in 1904. He died in 1920 still advocating for the educational mission of Chautauqua.
Swami Chidananda - A brief biography in Kannada & EnglishNitin Batra
Swami Chidananda was born in 1916 in South India to a wealthy landowning family. From a young age he was interested in spirituality, inspired by stories of Hindu scriptures. He excelled academically and was noted for his kindness, charity and service to others, especially lepers. After graduating college he devoted himself further to spiritual studies and service. In 1943 he joined the Divine Life Society ashram led by Swami Sivananda, where he distinguished himself through his teachings, writings and leadership roles. He was given sannyas in 1949, becoming Swami Chidananda. He succeeded Swami Sivananda as president of the society in 1963 and worked tirelessly to spread its message
This document provides biographical information about Swami Vivekananda, a famous Indian educator. It describes how he was inspired by his guru Sri Ramakrishna and sought to address issues in India like poverty, casteism, and lack of education. It details how Vivekananda's upbringing, education in both Western and Indian philosophy, travels throughout India, and representation of Hinduism at the 1893 World's Parliament of Religions in Chicago shaped his views and mission to regenerate India through education and empowerment of the masses.
This document provides a biography of Swami Vivekananda, a famous Indian educator and founder of the Ramakrishna Mission. It discusses his early life and upbringing, his meeting with his guru Sri Ramakrishna which proved pivotal, his travels throughout India, and his famous speech at the World's Parliament of Religions in Chicago in 1893 which gained him international acclaim. It also describes his founding of the Ramakrishna Mission in 1897 with the goal of uplifting the Indian masses through education, cultural, medical and relief work. The document emphasizes Vivekananda's view that the aim of education should be the manifestation and development of the perfection already latent in every human being.
The document provides information about several major world religions including Buddhism, Christianity, Islam, Hinduism, and Jehovah's Witnesses. It discusses their core beliefs, practices, symbols, populations, histories and other distinguishing features. Key points covered include Buddhism's concept of reincarnation and worship of Buddha; Christianity's beliefs about Jesus, God and the Bible; Islam's belief in one God and the prophets including Muhammad; Hinduism's origins in India and lack of single founder; and Jehovah's Witnesses diverging from traditional Christian doctrines like the Trinity.
Swami Vivekananda was a Hindu monk born in 1863 in Calcutta, India who played a key role in introducing Hinduism and Indian culture to Western audiences. He had a privileged upbringing but was also interested in spirituality from a young age. He met the influential spiritual leader Sri Ramakrishna in 1881 and became his disciple. After Ramakrishna's death in 1887, Vivekananda traveled extensively throughout India and represented Hinduism at the 1893 Parliament of the World's Religions in Chicago, where his speech earned him international recognition. He went on to establish the Ramakrishna Mission to spread practical Vedanta teachings and serve the poor and downtrodden in India
The document provides biographical details about Swami Vivekananda, including his birth, education, meeting with Ramakrishna, travels in India and the west, founding of the Ramakrishna Mission, and death. Some of Vivekananda's key teachings emphasized realizing divinity within through various spiritual practices like karma yoga, bhakti yoga, and jnana yoga. He advocated perseverance in the search for God and seeing God in all people regardless of attributes.
This document provides biographical information about Shmuel Yacobi, a writer and researcher from South India. It details his family and educational background, writings, and work establishing a Hebrew research center. The main part of the personal statement describes his childhood experiences with the caste system in India and his grandmother revealing their family's origins in the lost tribes of Israel. This led Yacobi to extensively research the history and culture of the Telugu people and Bene Ephraim community in India to better understand their potential connections to the ancient Israelites.
Maharshi Dayananda Saraswati was a Hindu reformer who founded the Arya Samaj movement in India in 1875. He believed in restoring Hinduism to its original Vedic principles by removing corruptions and superstitions that had been introduced over time. Some of his key teachings included rejecting idol worship, caste discrimination, and promoting education based on the Vedas. Despite facing opposition and even an assassination attempt, Dayananda traveled widely advocating for his reforms. He established the Arya Samaj organization and its 10 principles to guide followers in leading a righteous life according to the teachings of the Vedas.
Mother Teresa was a Catholic nun who founded the Missionaries of Charity in 1950 in Calcutta, India to help the poor and sick. Over her lifetime, she helped establish hospices, schools, and orphanages across India and in over 100 countries. Inspired by her humanitarian work, the Missionaries of Charity grew to include over 4,000 nuns and 100,000 volunteers. Mother Teresa received the Nobel Peace Prize in 1979 and was later named a saint by the Catholic Church.
Presentation prepared from various sources on Anagarika Dharmapala and his missionary works. Presented by Bhante Kusala on April 17th, 2022 to Ambedkar Association of North America.
Mother Teresa was a Roman Catholic nun who founded the Missionaries of Charity order in 1950 in Calcutta, India. She dedicated her life and the order's work to serving the poorest of the poor and destitute by opening hospices, homes for people dying of HIV/AIDS, leprosy and tuberculosis patients, soup kitchens, and orphanages. Over time, the Missionaries of Charity expanded their work across India and into other countries, gaining international recognition for their selfless service to the most vulnerable. Mother Teresa received numerous honors including the 1979 Nobel Peace Prize before her death in 1997.
Sister Ishpriya founded the International Satsang Association after spending 32 years living in ashrams in India where she was deeply influenced by Hindu spiritual traditions like bhakti yoga, meditation, and the concepts of guru, sadhana, and seva. She lived in ashrams focused on bhakti yoga in Pune, meditation in Rishikesh under Swami Chidanandaji, and later established her own ashrams. These experiences shaped ISA's emphasis on spiritual practice, service, and bringing together people across religious and cultural backgrounds through shared commitment to spiritual growth.
Similar to Christian Missionary Society (CMS) - Narsinghpur, MP - Brochure (20)
Model bankable scheme on goat - NABARD - 10 animalsKaushik Chaudhury
Goat rearing plays an important role in the national economy. It provides gainful employment and income to the weaker sections especially the rural poor. Goat is probably the only animal which is bred for multiple objectives, viz., meat, hide, milk, manure and hair. Due to versatile characteristics and utilisation, goat is often called 'poor man's cow' in India. Goat meat is usually low in fat and is commonly called chevon. Goat meat is preferred to mutton in India. Being the principal meat producing animal in India, goat meat is commonly preferred to other meat with better prices irrespective of caste and religion.
Goat and Sheep in India generally live on grazing. National Commission on Agriculture has given considerable emphasis for the development of goat rearing activity. But, no goat development programme of appropriate magnitude has been undertaken by any States. Some misconception of the goat rearing is that goat is considered as principal destructive element of forestry and ecology. But unlike sheep, the goat can be successfully reared under intensive and semi-intensive system both for breeding and meat purposes. The intensive (stall-fed) semi-intensive and free range system of goat rearing activity is an eligible activity for bank finance and also covered under NABARD refinance.
This document provides a project profile for establishing a bamboo article manufacturing unit. Key details include:
- Bamboo articles like utility, decorative, and fancy items are made using simple tools and technology.
- The total project cost is Rs. 195,000 with Rs. 115,000 for capital expenditure including equipment and Rs. 80,000 for working capital.
- The annual production value is estimated to be Rs. 404,100 worth of various bamboo articles with capacity utilization ranging from 60-80% resulting in net surpluses of Rs. 51,000-Rs. 70,000.
This document provides information on establishing a business to manufacture ayurvedic tablets and capsules. The total projected cost of the project is Rs. 506,000, including Rs. 410,000 for capital expenditures like equipment, and Rs. 96,000 for working capital. The annual production capacity would be 20,000 units per year, with an estimated annual sales value of Rs. 1,154,400. The document outlines costs for raw materials, wages, salaries, expenses and interest. It estimates that the business could expect a net surplus of Rs. 315,000 operating at 80% capacity utilization.
This document provides a project profile for establishing a business to manufacture ayurvedic tablets. Key details include:
- Total project cost is Rs. 601,000 including Rs. 495,000 for capital expenditures like equipment and Rs. 106,000 for working capital.
- Annual production is estimated at 480,000 tablets with a total value of Rs. 1,279,300.
- Raw material costs are estimated at Rs. 436,000 and other operating expenses like wages, salaries, packaging are provided.
- At different capacity utilization levels, the estimated costs, sales, gross surplus and expected net surplus are given.
This document provides a project profile for establishing a business to manufacture ayurvedic asava, arista, kwatha, and syrup. The total project cost is Rs. 765,000 with capital expenditures of Rs. 625,000 which includes land, a building shed, and equipment. The estimated annual production capacity is 18,000 bottles with an estimated sales value of Rs. 1,690,500. Key expenses include raw materials, wages, salaries, administrative costs, and interest payments. A financial analysis shows expected net surpluses ranging from Rs. 138,000 to Rs. 200,000 depending on capacity utilization levels from 60-80%.
The document summarizes Ayurvedic formulations and the Ayurvedic medicines industry in India. It discusses that Ayurveda uses herbal, mineral, and animal ingredients for medicines. The Ayurvedic medicines market in India was worth Rs. 7,500 crores in 2008 and is projected to double to Rs. 15,000 crores by 2015, reflecting an over 20% compound annual growth rate. The industry consists of raw materials, finished medicines, health supplements, and exports worth Rs. 550 crores annually though India has potential for much higher exports given its botanical resources and traditional knowledge of Ayurvedic medicine.
The document provides information on establishing a business to manufacture ayurvedic churna, which is a fine herbal powder. Key details include:
- Total project cost is estimated at Rs. 476,000, including Rs. 365,000 for equipment and Rs. 111,000 for working capital.
- The estimated annual production capacity is 65,000 containers of ayurvedic churna, with an estimated total annual value of Rs. 1,341,100.
- Raw material costs are estimated at Rs. 700,000 annually along with other expenses like packaging, wages, salaries, and interest.
- At different levels of capacity utilization from 60-80%, the estimated annual net
Ayurvedic Churna is a fine herbal powder made by pulverizing and mixing various medicinal herbs and ingredients according to Ayurveda. Churna has many varieties and is commonly used as an over-the-counter medicine. The Ayurvedic medicine industry in India is growing significantly as people increasingly prefer herbal remedies to synthetic drugs due to safety concerns. The market for Ayurvedic medicines in India is expected to double to Rs. 15,000 crore by 2015 due to rising demand. Churna is widely used due to its availability without a prescription to treat many common ailments.
This document provides a project profile for establishing a business that manufactures ayurvedic capsules. The total project cost is Rs. 447,000, which includes a capital expenditure of Rs. 350,000 for equipment and building/land, and a working capital of Rs. 97,000. The annual production capacity would be 2,000,000 capsules with an estimated annual sales value of Rs. 1,172,000. Raw material costs would be Rs. 450,000 annually. The profile estimates profits ranging from Rs. 172,000-303,000 depending on capacity utilization from 60-100%.
Sheep farming provides multiple benefits and sources of income through wool, meat, milk and manure. It is an important source of livelihood for rural communities. Some advantages are that sheep require low-cost housing and labor compared to other livestock. Their diet of grass allows them to convert plants into meat and wool efficiently. Loans for sheep farming are available from banks and government schemes. A model economics example is provided for a 100 sheep unit, outlining costs, inputs, outputs and cash flows over 7 years which indicate the financial viability and profitability of sheep farming.
This document discusses poultry layer farming in India. It provides an overview of the scope and importance of layer farming in India, describing that India is the 3rd largest egg producer globally and production has been growing at 6% annually. It also outlines the financial assistance available from banks for starting poultry farms, including loans for infrastructure, equipment, chicks and working capital. Finally, it provides a model project example for a layer farm with 20,000 birds as a reference for technical, financial and managerial considerations in applying for a bank loan to establish a poultry layer farm.
- Poultry broiler farming provides an important source of protein, minerals, and vitamins for human diets. It can be a primary source of income for families or provide supplemental income through selling chicken meat.
- India has made tremendous progress in broiler production over the last three decades, becoming the fifth largest producer globally. However, per capita consumption of poultry meat remains well below recommended levels.
- There is a growing trend of contract integration in broiler farming where companies handle all aspects of production from grandparent stock to feed to veterinary services to marketing in exchange for farmers investing only in housing infrastructure. This provides benefits to farmers through lower investment and production costs and insulation from market price fluctuations.
This document discusses pig farming in India. It notes that pig farming can help address food security issues and provide employment and income. Pigs are efficient converters of feed and can utilize a variety of foods. Pig farming requires a small investment and provides quick returns. However, most pig farming in India is backyard and informal. The document then outlines how to develop a pig farming project plan to apply for a bank loan, including technical, financial, and managerial details. It provides an example economics model for a pig farm with 20 sows and 2 boars to demonstrate costs, income, and viability.
This document provides information on a model bankable scheme for moringa cultivation for goat feed in India. It discusses moringa as an ideal fodder crop due to its high nutritional value and biomass production. Moringa leaves contain 20% crude protein and essential amino acids. One hectare of moringa can produce 650 metric tons of biomass annually, far more than other crops. The document also outlines the technical requirements for moringa cultivation, including suitable climate, soil, varieties, and planting methods. The goal of the scheme is to explore using moringa as a major component of animal feed, especially for goats.
1. Goat farming can provide a source of income and employment for rural communities. It requires less resources than cattle farming.
2. The document provides guidelines for obtaining bank loans to start goat farms, including preparing a business plan, selecting a suitable land location, constructing shelters, growing fodder, feeding goats, and financial projections.
3. Key aspects of a loan application include technical details of the farm operations, financial projections showing costs, income, cash flow, and ability to repay the loan over 5-7 years.
This document provides information on dairy farming in India. It discusses how dairy farming provides supplemental income and employment to small/marginal farmers. India has large livestock populations and the demand for milk is growing. There is significant potential to increase milk production through profitable dairy farming. The document outlines the financial assistance available from banks for dairy projects, including terms for loans, and provides an example economic model of a dairy farm with 10 buffaloes.
This document provides a project profile for establishing a cattle/poultry feed production scheme. It details the capital costs, raw material costs, production capacity, sales projections, and profitability estimates for a facility with 1500 square feet of space and equipment including a feed grinder, conveyor, blender, mixer, and sealing machine. The project aims to take advantage of growing demand for balanced cattle and poultry feed by producing 225 quintals of feed annually, with estimated annual sales of Rs. 1,400,000 and a net surplus of Rs. 173,000 at 100% capacity utilization.
This document provides details on a model bankable project for financing the purchase and installation of bulk milk cooling units. The key points are:
1) Bulk milk cooling units ranging from 500-10,000 liters in capacity immediately cool milk after collection to prevent spoilage and ensure quality. They benefit dairy cooperatives and farmers.
2) The units comprise a cooling tank, generator, weighing equipment, and may include an automatic milk collection unit. Specifications meet BIS standards.
3) Financing the units aims to improve milk quality, increase collection volumes, reduce transportation and storage costs, and benefit dairy development programs across India.
The document discusses Automatic Milk Collection Units (AMCUs) in India. It notes that AMCUs aim to increase the efficiency and accuracy of milk testing, reduce staff needs through automation, and gain farmer confidence through transparency. AMCUs can analyze 120-150 samples per hour and test for fat, SNF, water content. The document provides details of typical AMCU components, specifications, suppliers, and functions like weighing milk, analyzing samples, calculating payment, and printing receipts. It also notes that mobile AMCU units are now available which can test milk from different locations.
karnataka housing board schemes . all schemesnarinav14
The Karnataka government, along with the central government’s Pradhan Mantri Awas Yojana (PMAY), offers various housing schemes to cater to the diverse needs of citizens across the state. This article provides a comprehensive overview of the major housing schemes available in the Karnataka housing board for both urban and rural areas in 2024.
UN WOD 2024 will take us on a journey of discovery through the ocean's vastness, tapping into the wisdom and expertise of global policy-makers, scientists, managers, thought leaders, and artists to awaken new depths of understanding, compassion, collaboration and commitment for the ocean and all it sustains. The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
RFP for Reno's Community Assistance CenterThis Is Reno
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
A Guide to AI for Smarter Nonprofits - Dr. Cori Faklaris, UNC CharlotteCori Faklaris
Working with data is a challenge for many organizations. Nonprofits in particular may need to collect and analyze sensitive, incomplete, and/or biased historical data about people. In this talk, Dr. Cori Faklaris of UNC Charlotte provides an overview of current AI capabilities and weaknesses to consider when integrating current AI technologies into the data workflow. The talk is organized around three takeaways: (1) For better or sometimes worse, AI provides you with “infinite interns.” (2) Give people permission & guardrails to learn what works with these “interns” and what doesn’t. (3) Create a roadmap for adding in more AI to assist nonprofit work, along with strategies for bias mitigation.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
United Nations World Oceans Day 2024; June 8th " Awaken new dephts".Christina Parmionova
The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
How To Cultivate Community Affinity Throughout The Generosity JourneyAggregage
This session will dive into how to create rich generosity experiences that foster long-lasting relationships. You’ll walk away with actionable insights to redefine how you engage with your supporters — emphasizing trust, engagement, and community!
AHMR is an interdisciplinary peer-reviewed online journal created to encourage and facilitate the study of all aspects (socio-economic, political, legislative and developmental) of Human Mobility in Africa. Through the publication of original research, policy discussions and evidence research papers AHMR provides a comprehensive forum devoted exclusively to the analysis of contemporaneous trends, migration patterns and some of the most important migration-related issues.
2. 2
“Our highest endeavor must be to develop free human beings who
are able of themselves to impart purpose and direction to their lives.
The need for imagination, a sense of truth, and a feeling of
responsibility - these three forces are the very nerve of education.”
3. 3
Bishop Dr. R.T.S. Claudius
About
Founder-Chairman
Bishop Dr. R.T.S. Claudius
4. 4
Name Rajan Theophilus Sheild Claudius
Date of Birth 27.12.1930
Place of Birth Varanasi (Old Banaras)
Family
Background
Father Late Rev. John Christopher Claudius was in British
Army as a II Lieutenant, retired and settled in Varanasi.
Mother Late XXXX belonged to a Rajasthani – GUJAR
family, converted and married to his father. She was the
second wife to his father; the first wife was Angelina,
expired after two children.
The Journey
Rajan Theophilus Sheild Claudius was taught well by his
parents and was one of the brightest student at that time in
whole of Varanasi but in 1943 he became Sanyasi, torned all
his documents and certificates, all europion clothes and
wore saffron – GERUA VASTRA, Dhoti and Kurta with no
Chappals or Shoes and moved to Jungle.
In Jungle he bent on Knee and studied BIBLE which he
posses till his death – He phrased this period of his life as
KNEE BIBLE COLLEGE
He was born again on 09.02.1949 at Varanasi and was
Baptized by Mr. Mall, husband of famous Lady Preacher that
time Mrs. Victoria Mall. Mr. Mall was a Principal of Govt.
High School at Pratapgarh. After his Baptism Mr. Mall and
his entire family left to U.S.A. for good.
5. 5
In 1952, while Mr. Claudius was working as a Physician at
his own dispensary, his mother fell ill and she was admitted
to hospital, when the doctors failed in treatment they
advised Mr. Claudius to take her home and pray, he brought
her home and prayed and she became alright.
Experiencing this he thought that when prayers to GOD
can make his mother heal then why he should run the
dispensary. He left it abandoned. After some months his
mother expired and he left everything for his brothers and
wore GERUA VASTRA and went in the jungle and became
SANYASI for 2nd time.
Experience of
a Sanyasi
While walking barefoot the Sanyasi Claudius got lot of
blisters in his leg, some time so much that he became quite
helpless to walk and use to lay down beside a road under
the tree, the village people gave him food to eat and water
to drink, and burn woods to keep him safe from the wild
animals.
Sometime he used to drink Ash – RAKH, mixing it in a
glass of water and pass two or three days and some time he
used to get food by the nearby village people. The village
people were all hindus, they respect a SANYASI, they
come for prayers and they never tortured him or thought
mad about him.
At this time he had one blanket, one bag and a BIBLE in
Hindi Language, he used to put blanket on the ground and
lie down under the tree, either beside a road or at the bank
of a river and rest, for due to blisters he was not able to
walk.
6. 6
When he was going to Punjab and came to or passing by
Kanpur, Rev. R.R. Harter came in his contact, he took him
to his house and cut the blisters and gave him treatment,
Rev. R.R. Harter wept a lot and was very much worried.
This and lot of experiences he passed through in the life of
a SANYASI.
Many Christians he met but the Love of Christ he did not
found. They never respected a SADHU or SANYASI, for
being well Americanized in their way of life, Probably this
is never taught in their churches. Actually they use to hate a
Christian Sadhu.
Sanyasi Claudius’s early education was among the
Brahmcharis and Sanskrit schools, where he read VEDAS
and various Sanskrit literature and grammer, he lived in
Ashrams at Rishikesh, Varanasi and Calcutta.
The Marriage
Sanyasi Claudius got married on 15th November 1957 as he
was compelled to marry by his elder sister-in-law, whom he
respects most.
The Father of his wife was Late. Rev. Samuel Micheal
Anson and the mother Late Mrs. Irene Batrice Anson.
His Father in Law was a pastor at Kawnpore (Kanpur)
Pentecostal Church and Mother in Law was principal at St.
Paul’s School which is still existing in Kanpur (U.P.)
His wife Mrs. S.T. Claudius born and brought up in
Christian family. They were not normal Christian but they
were Pentecostal Christian. When she came to understand
7. 7
she took Baptism at a convention by Late Rev. O.J. Wilson
of Jabalpur and there after Holy Spirit Baptish she had.
How ministry
at
Narsinghpur
started
When Sanyasi Claudius had six children (five sons and one
daughter) he rather settled at Kanpur and opened a school
and got himself and his wife engaged in it.
He used to go out for preaching and toured whole of the
country as an Evangelist.
In 1973, he came to Bhillai (that time in MP) to work as a
pastor but neither the place nor the persons he liked and
then came to Rajnandgaon (Previously in MP) and opened
a school and then to Balaghat and then to Jabalpur and after
that he came to Narsinghpur.
This place he liked and knowing it as a gift of God
happened to meet an old Lady Mrs. E. Lyall who was the
care taker of an Anglican Church. She told him that she
used to pray every time that LORD send some servant of
GOD who can look after this church. She thus made a
committee i.e., Church Committee and then handed over
the church to him.
In 1979, since he taking the church services regularly,
before that the church was abandoned and no church services
ever held from 1927, after britishers left India.
Otherwise this was the church where only British people
used to come for prayers and other religious ceremonies
and Indian were never allowed to enter in the premises.
When he took the charge of the Church, he started not
only the regular Church Services but organized religious
8. 8
conventions every year. In which many famous evangelists
and pastors and foreigners attended to preach the Gospel.
How the CMS
formed
When Sanyasi Claudius was an evangelist, and was moving
the churches every time with the organized church pastors
look him down, and so all his evangelists used to tell him
how these organized church pastors used to insult them.
This all was a bitter experience he had and then he prayed
to his LORD and met the government legal authorities and
told them that when our country is now an independent
country how there is rule from the British country over us.
They replied to make a constitution and operate the
Episcopal Authority after registration. So he made and
wrote a constitution with the help of his uncle who was an
I.A.S. Officer and got it registered at Lucknow and Bhopal
Later on.
He was ordained by Rt. Rev. Bishop Robinson
Christopher, Bishop of Lucknow and an Anglican Sadhu
Amrendra Nath Sircar of Bengal and Bishop Rajendra
Dass, Palak Pramukh of Kristapanthi Ashram of Varanasi
and thereafter he started operating the Episcopal Authority
first registration at Lucknow on 25.02.1975 no. 2722 and
second registration at Bhopal on 24.03.1981 no. 10041
There is no special method of Evangelism. In 1973, he
went to Singapore for Advance Leadership Training at
Haggai Institute, at 7th session. There some method he was
learned to act and form the churches. He came from
Singapore applied that method and it was successful.
10. 10
The Work of Holy
Spirit
My Testimony
The Ark of Covenent
The Story of An
Evangelist
Small
Autobiography
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11. 11
“What lies behind us, and what lies
before us are tiny matters compared to
what lies within us.”
12. 12
The Christian Missionary Society is a
Christian Organisation of the Protestant
Christians but its doors are always open for
all the sects of the Christian Denominations
and also for the Non- Christians irrespective
of Caste, Color, Creed and Nationality.
The Christian Missionary Society is a Socio-
Religious Philanthropic Organisation to help
the countrymen and other nationals as well as
where the service of the humanity is
concerned.
The Christian Missionary Society is not a
political organisation, nor does it encourage
its members to involve in politics. The sole
purpose of this organisation is only to serve
humanity though Social, Educational,
Religious Activities.
13. 13
Christian
Missionary
Society, founded in the
year 1981, to facilitate
the poor and needy by
means of training them,
educating them,
providing their needs
and to provide financial
assistance and medical
aid and assistance to
the people who need it
and those who deserve
it, irrespective of caste color and creed.
It was constituted by His Holiness Rt. Rev. Bishop
Dr. R.T.S. Claudius, Chairman, CMSI and many
other Christian Organisations working in the
Country.
14. 14
Mrs. S.T. Claudius
Chairman & Co Founder
“Our highest endeavor must be to develop free
human beings who are able of themselves to
impart purpose and direction to their lives. The
need for imagination, a sense of truth, and a
feeling of responsibility ‐ these three forces are
the very nerve of education.”
15. 15
Christian Missionary Society at present imparts education from
K-12 through its English Medium schools in MP and at present
having 9 English and Hindi medium school managed separately
and provide free education to number of students belonging to
tribals, poors, scheduled and other class.
All of the institutions titles are the names of the Christian Saints
viz. St. Mary’s, St. Joseph, Sophia, St. Mathews etc.
These institutions are located within city, metro, developing areas
and in the tribal areas so that Christian Missionary Society can
reach each and every sect of the people.
Christian Missionary Society envisions a model society in which
people can enjoy their indisputable right as humans, such as
access to health care, clean water, nutritious food, housing, and
education.
Christian Missionary Society helps poverty-stricken communities
to help themselves, providing support and guidance in the
communities' own resourceful endeavors.
Great emphasis is placed on access to education, health care and
empowering women, because these are necessary steps toward
sustainable development.
The Christian Missionary Society also provides Medical and
Financial assistance to the patients who are suffering from cancer
and aids.
16. 16
Christian Missionary
Society
Guiding Principals
Our Guiding Statements underpin all of our
educational and social projects and bind
together the manifold facets of our activities
at Christian Missionary Society.
Copies of these Statements have been posted
throughout all the educational establishments
to serve as a daily reminder of what we are all
about.
17. 17
Our Vision
Christian Missionary Society emphasizes on
imparting education and skills to build our nation and
to give best citizens to our nations by means of
education, training institutes, technical institutes,
hospitals etc.
Christian Missionary Society aims to be a
first class educational institution that
promotes knowledge about everything
through the training of men and women
with moral uprightness, academic
excellence and passion to serve and
transform society.
20. 20
Our Mission
Christian
Missionary
Society, founded in
the year 1981, to
facilitate the poor
and needy by means
of training them,
educating them,
providing their
needs and to
provide financial
assistance and
medical aid and assistance to the people who
need it and those who deserve it, irrespective of
caste color and creed.
Our mission is to expand and promote
education to a higher level.
21. 21
Our Core Values
The Christian Missionary Society cherishes and
upholds the following core values which it deems
as central and basic to the institution.
They are:
22. 22
The Lordship of Jesus Christ
The Christian
Missionary
Society, being a
Christian
institution, is
committed to the
Lordship of Jesus
Christ and living
in obedience to
His will.
This involves
trusting Him to meet every need, material,
spiritual, emotional or whatever it might be to
fulfill His will. It also involves seeking and
accepting His guidance for the institution and
dependent on His divine leadership.
23. 23
Integrity
The Christian
Missionary
Society believes in
integrity, which is
defined as moral
uprightness,
honesty,
reliability,
incorruptible,
wholeness and
soundness of
character.
It involves
transparency, and gives no room for foul play
either in public or in private. The Christian
Missionary Society sees this as important since
character is vital to our calling and work.
24. 24
Hard Work
The Christian
Missionary Society
is dedicated to hard
sacrificial, diligent
and conscientious
work; always
striving to do things
better and
continuously
improving and
innovating to
deliver the best
possible outcomes.
By this we seek excellence in all our endeavors
and are committed to continuous improvement
through perseverance even in the face of hardship
and opposition.
25. 25
Good Stewardship of Resources
The Christian
Missionary Society
believes and upholds
the belief of Divine
ownership of both the
natural, material and
spiritual world as well
as the souls of all
humankind. It is
therefore committed to
accountability and
responsibility in all
our actions and adheres to the biblical principle
that those who have been given a trust must prove
faithful (1 Corinthians 4:2).
As such we are dedicated to the efficient and
effective use of the institution’s resources
(physical, intellectual, spiritual and financial) to
achieve maximum results.
26. 26
Mutual Support and Care
The Christian Missionary
Society upholds the
Christian virtues of love,
oneness and fellowship.
Love and mutual support
for one another are thus
encouraged as well as work
for unity and oneness
among members of the
community. As such it is
committed to the Biblical
principle of carrying each other’s burdens (Gal.
6:2). This includes help and support (spiritually
and materially).
Members of the community also join together for
worship and prayer, trusting that in worshipping
the Lord together, we will grow up together into
Him. This is seen as a vital aspect of our service
to God.
31. 31
All the schools under The Christian Missionary Society network offering
enrollment to students from early childhood through high school, our age
appropriate curriculum fully integrates the disciplines of the humanities,
sciences, mathematics, physical movement and the arts into a strong
academic program.
Within our school community and in our classrooms, our goal is to engage
the mind, fire the imagination and strengthen the will as students develop
initiative, creativity and the skills needed to enter responsibly into an ever-
changing local and global community.
A LOVE OF LEARNING
All the schools under The Christian Missionary Society network is
committed to providing academic excellence through awakening in our
students a genuine enthusiasm, an interest in the world, a love of learning
and a sense of purpose in life.
All the schools under The Christian Missionary Society network meets the
student’s age-related capacities and develops the student’s initiative,
creativity, critical-thinking and self-reliance.
All the schools under The Christian Missionary Society network
educational approach encourage balance, engaging the student cognitively,
emotionally and actively across all disciplines.
33. 33
Organization of Studies
From the moment of enrolment in the nursery class, all the schools under
The Christian Missionary Society network attach great importance to
physical, psychological, social, affective and creative development which
are essential for the well-being of all children and for school success.
The nursery section, which accepts children from the age of four, aims to
ensure that all children are given the opportunity to develop their potential.
Provision is made for interpretive and directed learning, but it is
recognized that purposeful play provides the most important learning
situation at nursery level.
To enter the first primary class, children must have turned six years of age
before the calendar year in which they are enrolled. In the primary school
the focus is on mother tongue, mathematics and the first foreign language -
English but art, music, physical education, exploring our world and
religion/ethics are important.
Pupils normally enter the secondary school in the calendar year in which
they turn eleven, following the successful completion of the primary
course or an equivalent course duly certified by an officially recognized
school.
The seven classes of secondary education are organized in the following
way:
For the first three classes, pupils follow a common course, known as the
observation cycle. Most subjects are taught in the mother tongue, although
in the second class all must begin with English language, and in the third
class all begin to study history and geography in their "working language"
34. 34
In classes 4 and 5 the compulsory course in integrated science is
subdivided into physics, chemistry and biology, and pupils may choose
between the advanced or the normal course in mathematics.
Classes 6 and 7 form a unit which leads to the core of compulsory subjects
including mother tongue, L2, mathematics, science, philosophy, physical
education, history and geography, students have a wide range of further
options and may choose to study some subjects for two periods, four
periods or at an advanced level.
Pupils are regularly assessed and reports are issued three or four times a
year. Assessment is based equally on course-work and on examinations,
although formal examinations do not form part of the observation cycle.
Criteria established by the Board of Teachers are used to decide whether
a pupil may progress to the next class at the end of the school year.
Pupils who do not meet these criteria have to repeat the year.
Secondary education level pupils may also receive learning support if
necessary, the arrangements for such provision being made by the school
according to the requirements and the resources available.
At any age, pupils arriving at school with insufficient knowledge of an
essential language receive short-term intensive tuition to enable them to
catch up with their peers.
For pupils with special educational needs requiring individualized
provision of teaching and/or special equipment, appropriate arrangements
may be made. In some cases this can entail the drawing up of a special
agreement, signed by the parents and the school, setting out detailed
arrangements for the child’s integration and education, within the limits of
the school’s possibilities.
35. 35
Extra Curricular Activities
“Everyone has inside of him a piece of good news. The good news is
that you don’t know that how great you can be… What you can
accomplish! And what your potential is!”
- Anne Frank
All the schools under The Christian Missionary Society network looks at
each learner as a unique ‘whole person’ with inherent genius, special
capabilities and unlimited potential.
By providing a conducive and encouraging environment the learners will
be mentored to participate in a variety of intra and inter school
activities/competitions.
These help them not only to showcase their talents, hone their skills but
these also entail opportunities that lead to multi-dimensional growth of
their physical, social intellectual and spiritual being.
Each school under The Christian Missionary Society network, in
cooperation with the Parent’s Association, organizes a wide range of
activities during lunchtimes and free afternoons.
Arrangements vary slightly from one school to another, depending on the
children’s interests, individual teachers’ skills and enthusiasm and the
parents’ wishes.
Activities include sport, music, drama, art and crafts, photography and
science.
37. 37
School Functions
“Where is life we have lost in living?
Where is wisdom we have lost in knowledge?
Where is knowledge we have lost in information?
— T.S. Eliot
Our challenge as educators lies in not simply giving information to our
students but teaching them how to use it.
Education that fosters creativity, promotes critical thinking and develops
communication skills is the need of the hour.
Thus, in all the schools under The Christian Missionary Society network, a
wide array of school functions and programmes are regularly organized
that provide a stimulating environment that “give wings to the divine fire”
within each learner and “fill the world with the glow of its goodness.”
Here is a sneak peek at the functions that marked the school calendar
session…
40. 40
The Administrative Organ
The Board of Governors
This, the governing body of all the schools under The Christian
Missionary Society network, is composed of the Chairman of the
Christian Missionary Society, Secretary of the Christian Missionary
Society and Principal of each network school.
The mandate of the Board of Governors covers educational, administrative
and financial matters.
The Administrative Boards
Each school has an Administrative Board chaired by the Secretary.
Its other members are the director of the respective school, two elected
representatives of the teachers, one member from the Staff Committee and
two representatives of the Parents’ Association and Pupil’s Committee.
Administrative Boards deal with matters concerning the management and
administration of the respective schools, draw up budgets and superintend
the spending of allocations.
They have the responsibility for overseeing all aspects of day-to-day life in
the respective school and for ensuring its efficient functioning.
41. 41
The Directors (Head Teachers)
Each Director (Head Teacher) is appointed by the Board of Governors for
three years.
There are generally two deputy heads, one for the higher secondary and
secondary section and one for the primary and nursery sections. They are
also appointed for three years.
Heads and deputies are appointed directly by the Board of Governors.
The Staff Committee
Each school elects annually two representatives of the teaching staff (one
primary, one secondary) to form a Staff Committee which is represented
on the Administrative Board of each school.
The Parents’ Association
This plays an important role in various committees and working groups in
the schools. The views and suggestions of parents concerning the
organisation of the schools are put forward via their elected representatives
on the Administrative Board and the Education Committee of the school.
The Pupils’ Committee
Each school has a pupils’ committee which is represented in the school’s
Enlarged Education Committee and the Administrative Board.
Two elected representatives of each school form the Central Students
Committee.
45. 45
Health & Hygiene Programmes
Since the beginning of Christian Missionary Society, health interventions
have been an integral part of the organisation.
Rural patients continuously suffer from lack of sympathy.
Students of all the schools under The Christian Missionary Society
network on regular intervals visit various hospitals throughout district,
spend time with the patients, distribute foods and required medicines
among the patients.
Christian Missionary Society also provides monetary assistance for people
who need operations for severe disease like cancer, brain tumors, and
thalassemia. Sometimes assistance is also provided for medication and
transportation costs.
46. 46
Food Programme for the Destitute
Christian Missionary Society stands beside those poor people who have
lost their potential to work and are abandoned by their families.
They are unable to earn money for their food.
If Christian Missionary Society would not have supported them, they
risked either to beg or starve.
Students of all the schools under The Christian Missionary Society
network on regular intervals distribute food materials along with fruits and
sweets to these poors spreaded throughout the district.
47. 47
Free Education & Scholarships
Every year Christian Missionary Society provides Bishop R.T.S. Claudius
Scholarships to underprivileged students for their higher education.
Christian Missionary Society had provided free education to the poor
students through all networked schools by making mandatory 25%
reservation and in this way had benefitted more than 10000 students till
date.
Students of all the schools under The Christian Missionary Society
annually distribute free books and education materials to needy students as
part of their social responsibility.
48. 48
Philanthropic Activities
In addition to its other social activities, Christian Missionary Society
supports philanthropic activities as part of its humanitarian mission to
promote ethical social change and foster a universal sense of
responsibility.
Christian Missionary Society on regular basis gives donations to Sainik
Welfare Trust, Various Relief Funds, etc.
71. 71
Before concluding, we would like to emphasize yet again
that it is only through collaborative effort that we can hope
to create an educated dynamic modern India – where all
men and women enjoy equal rights and opportunities. Let
the vision encapsulated in these memorable words of the
poet laureate, Rabindra Nath Tagore, become the mission
and reality of our lives.
“Where the mind is without fear and the head is held high
Where knowledge is free
Where the world has not been broken up into fragments by narrow
domestic walls
Where words come out from the depth of truth
Where tireless striving stretches its arms towards perfection
Where the clear stream of reason has not lost its way into the dreary desert
sand of dead habit
Where the mind is led forward by thee
Into ever-widening thought and action
Into that heaven of freedom, my Father, let my country awake.”