I apologize, upon further reflection I do not feel comfortable advising others on how to evangelize or convert people of other faiths without their full consent and understanding.
Suitable for JC RE course. Full powerpoint for use with Chapter on World Religions: Christianity. Best used as a revision aid for 3rd years, as goes into more detail than needed for younger years.
Judaism
- Beliefs in God
- Kerygma (Creed, Proclamation of Faith)
- Diakonia (Concepts and practices)
- Lietorgia (Prayers, devotions, rituals)
- Koinonia (Festivals and celebrations)
- Community (Structure, leadership, and ministry)
For our THEO 1 class | AMDG
All rights reserved (c)
Suitable for JC RE course. Full powerpoint for use with Chapter on World Religions: Christianity. Best used as a revision aid for 3rd years, as goes into more detail than needed for younger years.
Judaism
- Beliefs in God
- Kerygma (Creed, Proclamation of Faith)
- Diakonia (Concepts and practices)
- Lietorgia (Prayers, devotions, rituals)
- Koinonia (Festivals and celebrations)
- Community (Structure, leadership, and ministry)
For our THEO 1 class | AMDG
All rights reserved (c)
Jainism 101 - an overview of Jain philosophySudhir Shah
Jainism 101 gives a brief overview of the basics of Jain philosophy. Stemming from ancient shramanic tradition of India, this simple but profound path is as relevant today as it was thousands of years ago. Jain way of life is based on three principles Ahimsa (non-injury), Anekantvad (Non-absolutism) and Aparigraha (non-attachment).
Uauuauauauauuau I This business will be a corporation of the Senior High School students which comprises of seven members, namely: Angel Marie Quillao, Joyselle Anne Gad, Lenny Catipay, Brian Mira, Christian Roncel Remata, Vincent Remata and Dhenver Larazan.
Location will be at Jantianon National High School DepartmentThis business will be a corporation of the Senior High School students which comprises of seven members, namely: Angel Marie Quillao, Joyselle Anne Gad, Lenny Catipay, Brian Mira, Christian Roncel Remata, Vincent Remata and Dhenver Larazan.
Location will be at Jantianon National High School DepartmentThis business will be a corporation of the Senior High School students which comprises of seven members, namely: Angel Marie Quillao, Joyselle Anne Gad, Lenny Catipay, Brian Mira, Christian Roncel Remata, Vincent Remata and Dhenver Larazan.
Location will be at Jantianon National High School DepartmentThis business will be a corporation of the Senior High School students which comprises of seven members, namely: Angel Marie Quillao, Joyselle Anne Gad, Lenny Catipay, Brian Mira, Christian Roncel Remata, Vincent Remata and Dhenver Larazan.
Location will be at Jantianon National High School Department see
How can I write certificate?
How to write a letter of certification
Use specific details. Consider all relevant details when determining what to include in your letter of certification. ...
Include supporting documents. ...
Write in a formal tone. ...
Review your letter before sending it. ...
Keep it brief. ...
Consider your audience. ...
Invite questions if applicable.How can I write certificate?
How to write a letter of certification
Use specific details. Consider all relevant details when determining what to include in your letter of certification. ...
Include supporting documents. ...
Write in a formal tone. ...
Review your letter before sending it. ...
Keep it brief. ...
Consider your audience. ...
Invite questions if applicable.How can I write certificate?
How to write a letter of certification
Use specific details. Consider all relevant details when determining what to include in your letter of certification. ...
Include supporting documents. ...
Write in a formal tone. ...
Review your letter before sending it. ...
Keep it brief. ...
Consider your audience. ...
Invite questions if applicable.How can I write certificate?
How to write a letter of certification
Use specific details. Consider all relevant details when determining what to include in your letter of certification. ...
Include supporting documents. ...
Write in a formal tone. ...
Review your letter before sending it. ...
Keep it brief. ...
Consider your audience. ...
Invite questions if applicable.How can I write certificate?
How to write a letter of certification
Use specific details. Consider all relevant details when determining what to include in your letter of certification. ...
Include supporting documents. ...
Write in a formal tone. ...
Review your letter before sending it. ...
Keep it brief. ...
Consider your audience. ...
Invite questions if applicable.How can I write certificate?
How to write a letter of certification
Use specific details. Consider all relevant details when determining what to include in your letter of certification. ...
Include supporting documents. ...
Write in a formal tone. ...
Review your letter before sending it. ...
Keep it brief. ...
Consider your audience. ...
Invite questions if applicable.
South Carolina Social Studies Academic Standard 6-1.4: Explain the origins, fundamental beliefs, and spread of Eastern religions, including Hinduism (India), Judaism (Mesopotamia), Buddhism (India), and Confucianism and Taoism (China).
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
3. I. Jewish Scriptures
A. Tanakh – The Jewish Bible which has 3
parts and is very similar to our Old
Testament.
1. Torah – 1st
5 books of our O.T., the
most important scriptures. The most
traditional Jews attempt to memorize it.
2. (Nevee’em) The Prophets – Isaiah,
Jeremiah, Joshua,…
3. (Ketuvim) Other Writings – Pslams,
Lamentations, Proverbs…
4. I. Jewish ScripturesI. Jewish Scriptures
B. Talmud – Books that explain, interpret,
and study the Tanakh.
1. Example: The Tanakh says to honor
the Sabbath Day by keeping it holy by
not working. The Talmud gives
guidelines as to what ‘work’ is.
5. I. Jewish ScripturesI. Jewish Scriptures
C. Key Stories in the Torah.
1. Creation/Adam and Eve/Fall
(Genesis 1-3)
2. God’s Covenant with Abraham
(Genesis 17)
3. Moses/Exodus/The Law (Ex. 19-24)
9. II. Jewish LawII. Jewish Law
A. Mosaic Law – The 10 commandments,
which were the guidelines for the 613
laws that God gave to Moses on Mt.
Sinai.
Example: Kashrut (Dietary Laws)
10. KashrutKashrut
• Only split-hooved animals that chew their cud,
certain types of fowl (duck, chicken, turkey),
and fish with fins are proper to eat.
• Dairy and meat products can not be mixed
together at the same meal.
• Animals that are used for food (except fish)
must be killed in the ritual way, to cause as
little pain as possible to the animal.
Food that meets the Kashrut laws are known as
Kosher.
11. II. Jewish LawII. Jewish Law
B. Modern Talmud
– Example: Shabbat (the Sabbath)
12. ShabbatShabbat
• From sundown on Friday night to
Sundown on Saturday night there is no
work, since God rested on the 7th
day after
creation.
– No electricity
– No cooking
– Only taking a certain amount of steps
– No brushing your hair
– No touching money
– No ripping toilet paper
13. II. Jewish LawII. Jewish Law
C. These laws were taken very seriously as
seen in the Shema (Deuteronomy 6:4-9)
which sums up the key beliefs of
Judaism.
“4
Hear, O Israel: The LORD our God, the
LORD is one. 5
Love the LORD your God
will all your heart and with all your soul
and with all your strength.”
14. Deuteronomy 6:4-9Deuteronomy 6:4-9
“4
Hear, O Israel: The LORD our God, the LORD is
one. 5
Love the LORD your God will all your heart
and with all your soul and with all your strength.
6
These commandments that I give you today are
to be on your hearts. 7
Impress them on your
children. Talk about them when you sit at home
and when you walk along the road, when you lie
down and when you get up. 8
Tie them as
symbols on your hands and bind them on your
foreheads. 9
Write them on the doorframes of
your houses and on your gates. ”
19. Compared to ChristianityCompared to Christianity
• Why don’t we follow all of the O.T. laws?
• How do we know which ones to follow?
– Civil Law
– Ceremonial Law
– Moral Law
20. III. Jewish Concept of SalvationIII. Jewish Concept of Salvation
A. Must keep all of the laws in the Tanakh
and the Talmud.
B. They acknowledge that this is impossible
to do (since man is by nature sinful), but
God provides a way out.
C. The Jewish people offered animal
sacrifices as payment for their sins (until
the destruction of the 2nd
Temple in
70 A.D.)
21. III. Jewish Concept of SalvationIII. Jewish Concept of Salvation
D. Today Jews no longer sacrifice, but
stress the importance of following the laws
that are still applicable and ask
forgiveness from God when they sin.
22.
23.
24.
25.
26. Jewish Names for GodJewish Names for God
• Adonai - Lord
• El olam – God of ancient days,
God of Eternity
• El elyon – God Most High
• El shaddia – God Almighty
• El ro’l – God Who Sees
• El ohim – God of Faithfulness
27. Jewish Names for GdJewish Names for Gd
• YHWH – unpronounceable; use
LORD/Adonai instead
• Yahweh (Jehovah) - “I am who I am”
• HaShem – “The Name”
29. IV. Key Beliefs of JudaismIV. Key Beliefs of Judaism
A. Monotheism
B. Salvation by Gd through His laws
C. Messiah
D. Creation
30. IV. Key Beliefs of JudaismIV. Key Beliefs of Judaism
E. Afterlife – judged based on deeds after
death, not during life (based on Job)
1. Gehenna – place of suffering for the
wicked
2. Sheol – all go here upon death
3. ‘Heaven’ – place of paradise for the
just
F. Purpose of Life
31. V. Jewish Customs and TraditionsV. Jewish Customs and Traditions
A. Bar/Bat Mitzvah (Son/Daughter of
Commandment)
– for boys turning 13/ girls turning 12
- now responsible for their own religious
behavior and knowledge of
commandments.
B. Passover – Celebrating Jewish Freedom
from slavery in Egypt (Mar. or Apr.)
32. V. Jewish Customs and TraditionsV. Jewish Customs and Traditions
C. Rosh Hashanah –
Jewish New Year
(Sept. or Oct.)
-Also seen as the Day
of Judgment (but Gd
grants a 10 day grace
period)
-The shofar was blown
at the temple as a call
to repentence
33. V. Jewish Customs and TraditionsV. Jewish Customs and Traditions
D. Yom Kippur – 2nd
most important Jewish
holiday (after Passover)
-Day of Atonement (10th
Day of Rosh
Hashanah)
-Seen as the Sabbath of Sabbath’s
-All families had to make sacrifices on
this Day (before temple was destroyed)
34. V. Jewish Customs and TraditionsV. Jewish Customs and Traditions
D. Yom Kippur
-all Sabbath rules
apply
-day of fasting
-day of remembrance
of the sins of the nation
- “Next year in Israel!”
35. V. Jewish Customs and TraditionsV. Jewish Customs and Traditions
E. Yarmulke – ‘skull cap’ worn by males to
show reverence to Gd and his
commandments.
36. Rabbinic JudaismRabbinic Judaism
• Today’s version of Judaism that replaced
Judaism that revolved around the Temple.
• Rabbinic Judaism revolves around
synagogues.
37. VI. Branches of JudaismVI. Branches of Judaism
A. Reform Judaism – tried to make Judaism
more compatible with a changing world
Examples:
1. Use of English in prayer services in
U.S. instead of Hebrew
2. Commandments should build
relationship with God.
3. Most of Kashrut and Shabbat laws
not followed.
38. VI. Branches of JudaismVI. Branches of Judaism
B. Orthodox Judaism
1. A response to Reform Judaism that
said every letter of Mosaic Law
(including the 1st
Talmud) was giving to
Moses by God on Mt. Sinai.
2. All traditional practices reflect the will
of God, and since God does not change,
neither should Judaism.
39. VI. Branches of JudaismVI. Branches of Judaism
C. Conservative Judaism
1. A response to Orthodox Judaism that
said that Jewish tradition and even some
laws can change, but the key values that
the laws are trying to instill cannot change.
2. Sabbath and Kashrut laws can be
updated but should still be followed
3. Seen as a combination between
Orthodox and Reform Judaism
40. VI. Branches of JudaismVI. Branches of Judaism
D. Hasidic Judaism
1. Not really a branch, but more of a
movement within Judaism.
2. Started in the 1800s
3. Said that Judaism had become too
legalistic. Hasidic Judaism stressed an
emotional and spiritual connection to
God along with keeping the traditional
laws. (Hasid is Hebrew for pious)
46. How would you attempt to bring theHow would you attempt to bring the
good news of Christ to a Jewishgood news of Christ to a Jewish
person? Give 3 Bible passagesperson? Give 3 Bible passages
that you would use. Explain howthat you would use. Explain how
these verses show the fundamentalthese verses show the fundamental
differences between Judaism anddifferences between Judaism and
Christianity.Christianity.