Class #25
•Download as PPT, PDF•
0 likes•159 views
Students are assigned to argue for or against the death penalty from a Christian perspective based on their last name, drawing from readings including sections 2266 and 2267 of the Catechism that discuss the death penalty. They should examine these Catechism passages, question their relationship, and use them to understand Christian arguments for and against the death penalty as well as more recent Catholic teachings opposing it.
Report
Share
Report
Share
Recommended
President and Congress1
It is not unconstitutional for Congress to authorize the death penalty for drug trafficking offenses that are considered "crimes against the state." The Supreme Court has held that the death penalty is disproportionate for crimes against individuals like rape that do not result in death. However, for crimes against the state such as drug trafficking, even without a death, the Court has said the death penalty may be constitutional. Congress has passed laws authorizing the death penalty for certain drug kingpin activities and crimes involving large-scale drug trafficking and death. Judges must sentence under these laws, but still cannot impose mandatory death sentences, as that would be unconstitutional. If a case challenging these drug offender death penalty laws reached the Supreme Court, it could use judicial review to
Is death penalty Justified in Bangladesh?
The document provides an overview of the history and use of the death penalty worldwide. It discusses how the death penalty originated in ancient civilizations like China, Babylon, Egypt and was later codified in Roman law. It traces the death penalty through Britain's influence on colonies and details how reforms reduced capital punishment in the 18th-19th centuries. Currently, most European nations have abolished the death penalty while several Asian and North American countries still practice it, though public support varies significantly between countries. The document aims to analyze arguments for and against the death penalty.
Understanding of Death Penalty
The document discusses the death penalty and whether Namibia should introduce it. It defines the death penalty as a legal sentence of death for convicted criminals, carried out through methods like lethal injection or hanging. There are differing views among Namibians, with some supporting it to give closure to victims' families or serve justice, while others oppose it due to risks of executing innocent people or it violating human rights. The conclusion is that the death penalty will not reduce crime rates and only increase societal violence, so governments should pursue alternative criminal justice methods without putting offenders to death.
Death Penalty Research Paper Writing Ideas
This document provides a student with potential topics to research and write about for a paper on the death penalty. It lists over 30 specific topics that take a stance either for or against capital punishment, such as whether the death penalty acts as a deterrent for crime, if it is applied fairly across races, and if mentally ill individuals should be subjected to it. The topics cover the history of the death penalty, legal issues, costs, deterrence studies, and human rights concerns. Students are encouraged to contact the website for help in writing their research paper on the death penalty.
Crosstabs
A cross-tabulation displays the joint frequencies of two categorical variables in a table. Each cell shows the number of cases with a particular combination of the variables' categories. Cross-tabs can be used to investigate relationships between variables and assess differences in distributions. The strength and direction of relationships can be quantified using coefficients for ordinal or nominal data like gamma, tau, Somer's D, and odds ratios.
Death penalty
The document discusses arguments for and against the death penalty in the United States. It notes that the US is one of few countries that still uses capital punishment and executes more people than nations like China, Iran, and Saudi Arabia. Arguments against the death penalty include that it is applied arbitrarily and in a racially discriminatory manner, amounts to cruel and unusual punishment, and violates international human rights laws. The document also discusses the high financial costs of the death penalty compared to life imprisonment without parole.
How to Create a Slideshare Account
This document provides instructions for creating a Slideshare account in 8 steps: go to the Slideshare website, click sign-up, fill out the required information, accept the terms of service and privacy policy, click sign-up, click the Slideshare logo on the confirmation page, and upon completion you will have successfully created your Slideshare account.
Presentation28
The class will spend 50 minutes discussing case studies on Just War theory and having groups report out their findings. They will then discuss for 20 minutes the tensions between nonviolence and Just War positions. Students will self-assess their contributions to group discussions and what they learned about Christian responses to violence by discussing case studies.
Recommended
President and Congress1
It is not unconstitutional for Congress to authorize the death penalty for drug trafficking offenses that are considered "crimes against the state." The Supreme Court has held that the death penalty is disproportionate for crimes against individuals like rape that do not result in death. However, for crimes against the state such as drug trafficking, even without a death, the Court has said the death penalty may be constitutional. Congress has passed laws authorizing the death penalty for certain drug kingpin activities and crimes involving large-scale drug trafficking and death. Judges must sentence under these laws, but still cannot impose mandatory death sentences, as that would be unconstitutional. If a case challenging these drug offender death penalty laws reached the Supreme Court, it could use judicial review to
Is death penalty Justified in Bangladesh?
The document provides an overview of the history and use of the death penalty worldwide. It discusses how the death penalty originated in ancient civilizations like China, Babylon, Egypt and was later codified in Roman law. It traces the death penalty through Britain's influence on colonies and details how reforms reduced capital punishment in the 18th-19th centuries. Currently, most European nations have abolished the death penalty while several Asian and North American countries still practice it, though public support varies significantly between countries. The document aims to analyze arguments for and against the death penalty.
Understanding of Death Penalty
The document discusses the death penalty and whether Namibia should introduce it. It defines the death penalty as a legal sentence of death for convicted criminals, carried out through methods like lethal injection or hanging. There are differing views among Namibians, with some supporting it to give closure to victims' families or serve justice, while others oppose it due to risks of executing innocent people or it violating human rights. The conclusion is that the death penalty will not reduce crime rates and only increase societal violence, so governments should pursue alternative criminal justice methods without putting offenders to death.
Death Penalty Research Paper Writing Ideas
This document provides a student with potential topics to research and write about for a paper on the death penalty. It lists over 30 specific topics that take a stance either for or against capital punishment, such as whether the death penalty acts as a deterrent for crime, if it is applied fairly across races, and if mentally ill individuals should be subjected to it. The topics cover the history of the death penalty, legal issues, costs, deterrence studies, and human rights concerns. Students are encouraged to contact the website for help in writing their research paper on the death penalty.
Crosstabs
A cross-tabulation displays the joint frequencies of two categorical variables in a table. Each cell shows the number of cases with a particular combination of the variables' categories. Cross-tabs can be used to investigate relationships between variables and assess differences in distributions. The strength and direction of relationships can be quantified using coefficients for ordinal or nominal data like gamma, tau, Somer's D, and odds ratios.
Death penalty
The document discusses arguments for and against the death penalty in the United States. It notes that the US is one of few countries that still uses capital punishment and executes more people than nations like China, Iran, and Saudi Arabia. Arguments against the death penalty include that it is applied arbitrarily and in a racially discriminatory manner, amounts to cruel and unusual punishment, and violates international human rights laws. The document also discusses the high financial costs of the death penalty compared to life imprisonment without parole.
How to Create a Slideshare Account
This document provides instructions for creating a Slideshare account in 8 steps: go to the Slideshare website, click sign-up, fill out the required information, accept the terms of service and privacy policy, click sign-up, click the Slideshare logo on the confirmation page, and upon completion you will have successfully created your Slideshare account.
Presentation28
The class will spend 50 minutes discussing case studies on Just War theory and having groups report out their findings. They will then discuss for 20 minutes the tensions between nonviolence and Just War positions. Students will self-assess their contributions to group discussions and what they learned about Christian responses to violence by discussing case studies.
Presentation27
The document outlines an agenda for a class that will discuss violence, nonviolence, and Christianity. It will assess how a commitment to nonviolence may impact one's relationship with their country and consider if nonviolence can be a practical strategy against evil. Students will do a self-assessment on their contributions and how their views on nonviolence may have changed from the class.
Presentation26
The class will first hear from those who corresponded with death row prisoners for 25 minutes. They will then discuss scenes, themes and the Church's teachings on the death penalty from the book Dead Man Walking for 45 minutes. Finally, students will do a 5 minute self-assessment on their contribution to class discussion and what questions they would ask Sr. Helen if she visited class.
Presentation25
The class will rotate through stations for 40 minutes, followed by a 30 minute whole class discussion and question time on women's ordination. Students will evaluate arguments against ordaining women, assess an analogy in a video about exclusion based on gender and race, and do a short self-assessment on their contributions and learnings.
Presentation24
The document outlines the schedule and learning outcomes for a class that will involve mind-mapping the concept of "Everything is connected" from Pope Francis' Laudato Sí encyclical, evaluating reactions to the encyclical, and self-assessing contributions to group discussions, including having students take on the role of Jeb Bush to re-evaluate his views on religion in politics after reading the text.
Presentation23
The document outlines the agenda for a class discussing Catholic teachings on healthcare access and the Affordable Care Act. The class will assess how aligned the ACA is with Catholic principles, evaluate arguments about deaths from repealing the ACA, and have students self-reflect on their views. It also provides background from the Catholic Bishops supporting universal healthcare as a basic human right and the government's role in ensuring access.
Presentation22
The document outlines the schedule and learning outcomes for a class that will discuss kinds of rights, access to health care as a social justice issue, and Catholic teachings on access to health care. The class will spend 25 minutes on kinds of rights, 45 minutes discussing what aspects of health care access are and aren't under individual control, and 5 minutes doing a self-assessment. Students will also write a paragraph from the perspective of Pope Francis summarizing the predicted Catholic position on preferential access to health care for the poor.
Presentation21
The document outlines the agenda for a class discussion that will apply Catholic teachings on economic justice and immigration to topics like a local immigration center and the policies of a college regarding undocumented students. It includes prompts for a 5-minute self-assessment at the end to reflect on contributions to the discussion and what most impacted the students' views on immigration.
Presentation20
The document outlines a class discussion that will focus on how Archbishop Romero changed from a stance of neutrality to supporting the poor in El Salvador, and how Pope Francis's teachings in The Joy of the Gospel emphasize reducing inequality as a way to remedy social ills. Students will analyze these themes in Romero and identify links between Romero and Pope Francis, and self-assess their contribution to the class discussion.
Presentation19
This document outlines the schedule and learning outcomes for a class that will involve group work designing depictions of Jesus's care for the poor, a discussion on whether Jesus was a revolutionary, and self-assessment on contributions to the group and how the class changed views on Jesus. Students will imagine representations of Jesus's political significance, determine if describing him as a revolutionary is fitting, and self-reflect on learning.
Presentation18
The document outlines the agenda for a class discussion that will:
1) Debrief a visit to a Center for the Homeless and define homelessness.
2) Apply Catholic social teaching from the visit, a video, and reading to analyze the relationship between justice and equality, with a focus on the Church's preference for the poor.
3) Include a self-assessment of student contributions and conclusions about justice for the poor and homeless.
Presentation17
We will spend 25 minutes doing an exercise about privilege, 25 minutes composing a chart about factors within and outside our control, and 20 minutes examining and explaining negative attitudes towards the poor. The class aims to consider how external factors compound disadvantages, hypothesize why the poor face anger and stereotypes, and do a self-assessment of discussion contributions and understanding of privilege and stereotypes.
Presentation16
We will discuss the Nancy Cruzan case and whether removing her feeding tube would be morally permissible based on Catholic teachings on euthanasia. Students will consider if her feeding tube constitutes basic care or unnecessary treatment and reflect on how class discussions changed their views on this case. A chart is presented on whether removing Nancy Cruzan's feeding tube would be allowing her to die or taking a life.
Presentation15
The document outlines the agenda for a class discussion on physician-assisted suicide, including analyzing an ethical paper, discussing reasons for and against PAS, examining the Oregon Death with Dignity Act forms, and considering how to respond if a qualifying patient in Oregon requests assistance ending their life.
Presentation14
We will discuss the Vatican Declaration on Euthanasia for 40 minutes, then do a Think-Pair-Share activity on Advance Directives for 30 minutes. Students will complete a Living Will to inform discussion on end-of-life decisions, connecting it to Christian values, and self-assess their contributions and remaining questions about the Church's teachings on euthanasia.
Presentation13
The document outlines an agenda for a class discussion that will diagram formal and material cooperation with wrongdoing, discuss examples using these moral categories, suggest public policy for embryonic stem cells and complicity in vaccine development, and include a self-assessment of class contributions and remaining questions. It will also have students diagram and locate examples of cooperation on a scale of immediacy.
Presentation12
The document outlines the schedule and learning outcomes for a class session. It will include drawing up and negotiating a sample surrogacy contract in small groups, discussing the activity and readings, and an example surrogacy scenario. Students will roleplay a surrogacy arrangement, examine the morality of surrogacy and potential exploitation of women, and do a self-assessment of their contributions and takeaways from negotiating a surrogacy contract.
Presentation11
Today's class will involve a 25-minute activity on reproductive technology where students simulate shopping at a sperm bank or filling out forms for embryo cryopreservation. Students will then share their conclusions with the other half of the class for 20 minutes. Finally, students will evaluate the Church's teaching on assisted reproduction using this activity and an email from a Saint Mary's alum over 25 minutes.
Presentation10
The document outlines the plan for a class which includes taking a moral stance on abortion, applying Church teachings to positions held by Cuomo and Pacholczyk, evaluating their views for an upcoming paper, and a self-assessment where students reflect on their contributions and if the class changed their paper perspective.
Presentation9
This document outlines an agenda for a class discussion that will include nudging both the pro-life and pro-choice sides on their perspectives. It will focus on considering implications of twinning and Warren's criteria for personhood from the pro-life side, and assessing Callahan's critique of choice and its implications for feminism from the pro-choice side. Students will also self-assess their contributions and whether the discussion made their views on abortion less black and white.
Presentation8
The document outlines the agenda for an ethics class that will: 1) do a name quiz and discuss a paper assignment, 2) examine the principle of double effect and how it defines some abortions as indirect, 3) analyze cases comparing direct and indirect killing, 4) assess Church teaching on indirect abortion and a conjoined twins case analogy, and 5) have a self-assessment on class discussion and the distinction between direct and indirect killing.
The Significance of the Locust Army in Revelation 9
The Book of Revelation, filled with symbolic and apocalyptic imagery, presents one of its most striking visions in Revelation 9:3-12—the locust army. Understanding the significance of this locust army provides insight into the broader themes of divine judgment, protection, and the ultimate triumph of God’s will as depicted in Revelation.
More Related Content
More from Joseph Incandela
Presentation27
The document outlines an agenda for a class that will discuss violence, nonviolence, and Christianity. It will assess how a commitment to nonviolence may impact one's relationship with their country and consider if nonviolence can be a practical strategy against evil. Students will do a self-assessment on their contributions and how their views on nonviolence may have changed from the class.
Presentation26
The class will first hear from those who corresponded with death row prisoners for 25 minutes. They will then discuss scenes, themes and the Church's teachings on the death penalty from the book Dead Man Walking for 45 minutes. Finally, students will do a 5 minute self-assessment on their contribution to class discussion and what questions they would ask Sr. Helen if she visited class.
Presentation25
The class will rotate through stations for 40 minutes, followed by a 30 minute whole class discussion and question time on women's ordination. Students will evaluate arguments against ordaining women, assess an analogy in a video about exclusion based on gender and race, and do a short self-assessment on their contributions and learnings.
Presentation24
The document outlines the schedule and learning outcomes for a class that will involve mind-mapping the concept of "Everything is connected" from Pope Francis' Laudato Sí encyclical, evaluating reactions to the encyclical, and self-assessing contributions to group discussions, including having students take on the role of Jeb Bush to re-evaluate his views on religion in politics after reading the text.
Presentation23
The document outlines the agenda for a class discussing Catholic teachings on healthcare access and the Affordable Care Act. The class will assess how aligned the ACA is with Catholic principles, evaluate arguments about deaths from repealing the ACA, and have students self-reflect on their views. It also provides background from the Catholic Bishops supporting universal healthcare as a basic human right and the government's role in ensuring access.
Presentation22
The document outlines the schedule and learning outcomes for a class that will discuss kinds of rights, access to health care as a social justice issue, and Catholic teachings on access to health care. The class will spend 25 minutes on kinds of rights, 45 minutes discussing what aspects of health care access are and aren't under individual control, and 5 minutes doing a self-assessment. Students will also write a paragraph from the perspective of Pope Francis summarizing the predicted Catholic position on preferential access to health care for the poor.
Presentation21
The document outlines the agenda for a class discussion that will apply Catholic teachings on economic justice and immigration to topics like a local immigration center and the policies of a college regarding undocumented students. It includes prompts for a 5-minute self-assessment at the end to reflect on contributions to the discussion and what most impacted the students' views on immigration.
Presentation20
The document outlines a class discussion that will focus on how Archbishop Romero changed from a stance of neutrality to supporting the poor in El Salvador, and how Pope Francis's teachings in The Joy of the Gospel emphasize reducing inequality as a way to remedy social ills. Students will analyze these themes in Romero and identify links between Romero and Pope Francis, and self-assess their contribution to the class discussion.
Presentation19
This document outlines the schedule and learning outcomes for a class that will involve group work designing depictions of Jesus's care for the poor, a discussion on whether Jesus was a revolutionary, and self-assessment on contributions to the group and how the class changed views on Jesus. Students will imagine representations of Jesus's political significance, determine if describing him as a revolutionary is fitting, and self-reflect on learning.
Presentation18
The document outlines the agenda for a class discussion that will:
1) Debrief a visit to a Center for the Homeless and define homelessness.
2) Apply Catholic social teaching from the visit, a video, and reading to analyze the relationship between justice and equality, with a focus on the Church's preference for the poor.
3) Include a self-assessment of student contributions and conclusions about justice for the poor and homeless.
Presentation17
We will spend 25 minutes doing an exercise about privilege, 25 minutes composing a chart about factors within and outside our control, and 20 minutes examining and explaining negative attitudes towards the poor. The class aims to consider how external factors compound disadvantages, hypothesize why the poor face anger and stereotypes, and do a self-assessment of discussion contributions and understanding of privilege and stereotypes.
Presentation16
We will discuss the Nancy Cruzan case and whether removing her feeding tube would be morally permissible based on Catholic teachings on euthanasia. Students will consider if her feeding tube constitutes basic care or unnecessary treatment and reflect on how class discussions changed their views on this case. A chart is presented on whether removing Nancy Cruzan's feeding tube would be allowing her to die or taking a life.
Presentation15
The document outlines the agenda for a class discussion on physician-assisted suicide, including analyzing an ethical paper, discussing reasons for and against PAS, examining the Oregon Death with Dignity Act forms, and considering how to respond if a qualifying patient in Oregon requests assistance ending their life.
Presentation14
We will discuss the Vatican Declaration on Euthanasia for 40 minutes, then do a Think-Pair-Share activity on Advance Directives for 30 minutes. Students will complete a Living Will to inform discussion on end-of-life decisions, connecting it to Christian values, and self-assess their contributions and remaining questions about the Church's teachings on euthanasia.
Presentation13
The document outlines an agenda for a class discussion that will diagram formal and material cooperation with wrongdoing, discuss examples using these moral categories, suggest public policy for embryonic stem cells and complicity in vaccine development, and include a self-assessment of class contributions and remaining questions. It will also have students diagram and locate examples of cooperation on a scale of immediacy.
Presentation12
The document outlines the schedule and learning outcomes for a class session. It will include drawing up and negotiating a sample surrogacy contract in small groups, discussing the activity and readings, and an example surrogacy scenario. Students will roleplay a surrogacy arrangement, examine the morality of surrogacy and potential exploitation of women, and do a self-assessment of their contributions and takeaways from negotiating a surrogacy contract.
Presentation11
Today's class will involve a 25-minute activity on reproductive technology where students simulate shopping at a sperm bank or filling out forms for embryo cryopreservation. Students will then share their conclusions with the other half of the class for 20 minutes. Finally, students will evaluate the Church's teaching on assisted reproduction using this activity and an email from a Saint Mary's alum over 25 minutes.
Presentation10
The document outlines the plan for a class which includes taking a moral stance on abortion, applying Church teachings to positions held by Cuomo and Pacholczyk, evaluating their views for an upcoming paper, and a self-assessment where students reflect on their contributions and if the class changed their paper perspective.
Presentation9
This document outlines an agenda for a class discussion that will include nudging both the pro-life and pro-choice sides on their perspectives. It will focus on considering implications of twinning and Warren's criteria for personhood from the pro-life side, and assessing Callahan's critique of choice and its implications for feminism from the pro-choice side. Students will also self-assess their contributions and whether the discussion made their views on abortion less black and white.
Presentation8
The document outlines the agenda for an ethics class that will: 1) do a name quiz and discuss a paper assignment, 2) examine the principle of double effect and how it defines some abortions as indirect, 3) analyze cases comparing direct and indirect killing, 4) assess Church teaching on indirect abortion and a conjoined twins case analogy, and 5) have a self-assessment on class discussion and the distinction between direct and indirect killing.
More from Joseph Incandela (20)
Recently uploaded
The Significance of the Locust Army in Revelation 9
The Book of Revelation, filled with symbolic and apocalyptic imagery, presents one of its most striking visions in Revelation 9:3-12—the locust army. Understanding the significance of this locust army provides insight into the broader themes of divine judgment, protection, and the ultimate triumph of God’s will as depicted in Revelation.
He Dies Slowly Slideshow by: Kal-el Marcus
Don't let yourself die slowly!
Don't keep yourself from being happy!
-- Pablo Neruda
(Translated from Spanish)
Tales of This and Another Life - Chapters.pdf
This book is one of the best of the translated ones, for it has a warning character for all those who find themselves in the experience of material life. Irmão X provides a shrewd way of describing the subtleties and weaknesses that can jeopardize our intentions, making us more attentive and vigilant by providing us with his wise pages, reminding us between the lines of the Master's words: "Pray and watch."
Tracking "The Blessing" - Christianity · Spiritual Growth · Success
Unleash your spiritual growth journey as a truth-seeker!
Learn More:
👉https://tkg.tf/4D
Tracking "The Blessing" - Christianity · Spiritual Growth · Success
Do you ever feel like your Bible highlighting isn't quite enough to ignite lasting spiritual growth? Have you struggled to retain key takeaways from your Bible study sessions?
Discover how living in 4D can transform your highlighting into a strategic tool for spiritual development.
Learn More:
👉https://tkg.tf/4D
In this video, you'll gain insights on:
How highlighting key verses and themes can enhance memory and retention of Scripture (we see a few key ones, here!)
Studies have shown that highlighting can significantly improve information recall. Highlighting key points visually reinforces them in your mind, leading to better long-term memory.
How to personalize your Bible study through strategic highlighting. Don't just highlight everything!
This video will teach you how to strategically highlight based on what resonates with you, focusing on central themes, recurring ideas, or connections between different passages.
Watch More:
👉https://tkg.tf/4D
How connecting highlighted passages can reveal deeper biblical truths. By highlighting these connections, you can see the bigger picture and uncover the underlying messages within Scripture.
By the end of this video, you'll be equipped to unlock the hidden potential within your highlighted Bible and embark on a transformative spiritual growth journey! Don't forget to like and subscribe for more inspiring content on deepening your faith.
Note: For Christians seeking to enrich their Bible study and deepen their faith, as well as any other spiritual seeker of truth and growth.
Learn More:
👉https://tkg.tf/4D
taittreya upanishad - tradition of yoga and Upanishads, this concept of panch...
taittreya upanishad - tradition of yoga and Upanishads, this concept of panch...Karuna Yoga Vidya Peetham
In his search towards reality or the unchanging fundamental unit of this universe, a scientist started with the external gross world of solid matter which is simple and easy to see, divide, and do experiments with.
This search led him through steps of understanding of this entire world of matter starting from elements, molecules, atoms, protons, neutrons and electrons;
He further understood that it is all packets of energy.
The atoms conglomerate together to form various chemicals; our body is therefore a permutation and combination of various chemicals. (Packets of energy in various configurations) When they join together they form molecules, cells, tissues organs, etc.
These follow certain well defined laws of nature and are controlled by nervous (electrical) and chemical (hormones) mechanisms to bring about movement and action in each and every cell.
Thus annamaya kosha is the physical frame which the grossest of the five Koshas.The Revelation Chapter 7 Working Copy.docx
John witnesses the sealing of God's 144,000 witnesses, and he hears the crying out or shouting of an unnumbered multitude of those who have been saved during the great tribulation.
This is an intermission scene before opening the seventh seal. We have seen six seals opened revealing of the events that would shortly occur. The first 4 reveal what was to occur in the great tribulation during the destruction of Jerusalem by the Romans in AD70.
The fifth seal reveals the question from those slain as to when the Lord would avenge their death. The sixth seal reveals the answer to them from the One on the throne and of the Lamb which would be the punishment of their persecutors and accomplices. John sees four messengers/angels holding back the four winds of the earth & keeping them from blowing on the earth, the sea or any tree. In this figurative language, these are not heavenly messengers/angels. These represent those who are trying to restrain the word of God everywhere. Their efforts are restrained by the messenger in verse 2, preventing them from holding back the 4 winds, the spread of the gospel of Christ by His messengers/angels. These 4 winds stand on the four corners of the earth, Rome’s worldwide influence to stop its spread. But the gospel will be preached in all the earth. See the study for the Bible passages that support this. John hears the commands given relating to the sealing of the servants of God and the figurative number representing them. John sees a great multitude standing before the throne of all nations and kindreds and people and tongues who are clothed with white robes. All the messengers/angels stood around the throne and the elders and the four beasts fell before the throne and worshipped God. One of the elders asks John what those were that were wearing white robes. John said he knew and the elder identifies them. The chapter ends with his explanation.
OM Meditation - ultimate meditation technique
PHASE-IV
The very deep experience of silence helps to expand from the 3 - dimensional awareness of the body to all pervasive awareness. The bed of silence becomes deeper and more expansive - an ocean of silence with waves on it merge into complete silence called Ajapa state of the mind. This silence is the source of Creativity, Power, Knowledge and Bliss.
PHASE V
From this deep ocean of silence in the heart region, let one OM emerge as an audible sound which diffuses into the entire body and the space all around. Enjoy the beautiful vibrations.
Blink the eyes slowly, gently open the eyes and come out of meditation.
Call Girls Lucknow🔥7023059433🔥College Profile Escorts in Lucknow Available 24/7
Call Girls Lucknow🔥7023059433🔥College Profile Escorts in Lucknow Available 24/7
Mandukya Upanishad (the four states of consciousness)
5.3. Mandukya Upanishad
The Mandukya Upanishad (the four states of consciousness)
The Mandukya Upanishad belongs to the Atharvaveda. Although it contains only 12 verses.
This Upanishad became the basis for the emergence of the Advaita Vedanta or the philosophy of monism, according to which Brahman alone is the truth and the rest is an illusion.
The Upanishad deals with the symbolic significance of the sacred syllable Aum and its correlation with the four states of consciousness, namely the wakeful consciousness, dream state, the state of deep sleep or dreamless sleep and the state of transcendental consciousness in which all divisions and duality disappears and the self alone exists in its pure state, all by itself.
1. Wakefulness—Jagrat (Vaisvanara is the first stage - A) Consciousness
In this state, atman (the Supreme Self) is mainly mis-identified with annamaya kosha (the “sheath composed of food”—the physical body).
Thus, the jiva (soul) travels in objectivity and becomes an object itself, mostly ignoring its subjective consciousness.
THE IMPORTANCE OF AWARENESS AND CONSCIOUSNESS
The subject of spiritualism fundamentally relates to two specific tenets, independent yet closely associated as one—awareness and consciousness.
Introduction to World Religions and Belief Systems Lesson 5 - Islam.pptx
This lesson is intended world religion topics.
Lição 12: João 15 a 17 – O Espírito Santo e a Oração Sacerdotal | 2° Trimestr...
Esta lição é uma oportunidade para discutirmos um assunto multo mal interpretado no contexto cristão, que é o fato de algumas pessoas pensarem que o conhecer Jesus é ter a nossa vida mudada em todas as áreas, como se Deus tivesse o dever de transportar-nos deste mundo para um outro mundo onde muitas coisas maravilhosas que desejamos seriam reais. No entanto, a nossa fé não nos tira do mundo após nos convertermos; ao invés disso, permanecemos vivendo sob as mesmas circunstâncias. O propósito de Deus não é nos tirar do mundo, mas nos livrar das ações do maligno (Jo 17.15), Sendo assim, a vida eterna não significa estar fora da realidade deste mundo, mas conhecer o único Deus verdadeiro (Jo 17.3).
UofT毕业证书咨询办理
多伦多大学毕业证成绩单(留信网认证)【176555708微信】办理效果图
《UofT毕业证书成绩单176555708微信成绩单ps》【多伦多大学入学offer,学位证，文凭证书,学历认证留信网】造假学士毕业证
【多伦多大学毕业证认证】【办证微信176555708】【多伦多大学文凭毕业证制作】【UofT学历学位证书哪里买】办理多伦多大学学位证书扫描件、办理多伦多大学雅思证书！
国际留学归国服务中心【如何办多伦多大学毕业证认证】【UofT学位证书扫描件哪里买】实体公司，注册经营，行业标杆，精益求精！
Lesson 13 – The Celestial City - CPAD.pptx
Lesson 13 – The Celestial City
SBS – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
Me and You Slideshow by: Kal-el Marcus L. Go
"Me and You" expresses the troubles what we had need may be thinking is workable as things to What God tells us, if we can believe Him.
Lesson 12 - The Blessed Hope: The Mark of the Christian.pptx
Lesson 12 - The Blessed Hope: The Mark of the Christian
SBS – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
chakra yoga - kundalini yoga - awakening
chakra yoga
Number of petals: 4 Location: Base of the spine Name: Foundation
Plane: Physical plane Sense Organ: Nose Work Organ: Anus Sense: Smell Element: Earth Shape: Square Sound: Lang
Muladhara is the root centre of physical experience, located at the base of the spine, the sacral plexus. The square represents the earth itself, the four dimensions and the four directions. Four allows for completion, and earth embodies the elements and conditions for human completion on all levels.
Muladhara Chakra is the meeting place of the three main nadis: Ida, Pingala and Sushumna. The downward-pointing triangle indicates the downward movement of energy and the three main nadis.
The seed mantra is Lam, the yellow square represents the earth element. The Muladhara chakra governs the vital breath Apana. An inverted triangle in the centre of the square encloses the unmanifest Kundalini, represented as a snake wrapped in three and a half coils around the svayambhu (self born) linga. Because her mouth faces downward, the flow of energy is downward.
The opening at the entrance of the sushumna is called brahma-dvara, the door of Brahma, which is closed by the coils of the sleeping Kundalini. As soon as one begins working with Muladhara chakra, this dormant energy awakens, raises its head and flows freely into the channel of Sushumna, the central nerve canal that runs along the spine. These two aspects of the kundalini: sleeping and waking, are identified as her “poison” and her “nectar.” The kundalini is poison when she remains asleep in the lower abdomen; she is nectar when she rises up through Sushumna, the medial channel, to reunite with Siva, the Absolute, in the yogin’s cranial vault.
In the pericarp is found the presiding deity Brahma, the lord of creation. His skin is the color of wheat, he wears a yellow dhoti and a green scarf. Brahma is four-faced, four-armed, holding in his upper left hand a lotus flower, the symbol of purity.
Recently uploaded (20)
The Significance of the Locust Army in Revelation 9
The Significance of the Locust Army in Revelation 9
Tracking "The Blessing" - Christianity · Spiritual Growth · Success
Tracking "The Blessing" - Christianity · Spiritual Growth · Success
taittreya upanishad - tradition of yoga and Upanishads, this concept of panch...
taittreya upanishad - tradition of yoga and Upanishads, this concept of panch...
Call Girls Lucknow🔥7023059433🔥College Profile Escorts in Lucknow Available 24/7
Call Girls Lucknow🔥7023059433🔥College Profile Escorts in Lucknow Available 24/7
Mandukya Upanishad (the four states of consciousness)
Mandukya Upanishad (the four states of consciousness)
Introduction to World Religions and Belief Systems Lesson 5 - Islam.pptx
Introduction to World Religions and Belief Systems Lesson 5 - Islam.pptx
Lição 12: João 15 a 17 – O Espírito Santo e a Oração Sacerdotal | 2° Trimestr...
Lição 12: João 15 a 17 – O Espírito Santo e a Oração Sacerdotal | 2° Trimestr...
Lesson 12 - The Blessed Hope: The Mark of the Christian.pptx
Lesson 12 - The Blessed Hope: The Mark of the Christian.pptx
Class #25
- 2. Students with last names ending A-O should present a Christian view in favor of the death penalty (or respond to others arguing against it). Students with last names ending P-Z should present a Christian view opposing it (or respond to others arguing in favor). Both sides can make their case from the readings for Tuesday—especially from §§2266 & 2267 of the Catechism. vt