The document provides a summary of the key beliefs and histories of Judaism, Christianity, and Islam. It outlines their origins, founders, followers, places of worship, sacred texts, beliefs about God and the afterlife, and symbols. Judaism originated around 2000 BC with Abraham, Christianity was founded by Jesus Christ in the 1st century AD, and Islam was founded by Muhammad between 610-632 AD. They are monotheistic religions that differ in their views of divine revelation and means of salvation.
Hum100: The Flowering of Religion: Judaism, Christianity, Islam, and BuddhismFrancisco Pesante
Objectives:
1. Identify the central teachings from Judaism, early Christianity, early Islam, and Buddhism.
2. Explain how Judaism, early Christianity, early Islam, and Buddhism reflect the individual’s role in the world and with the deity.
3. Describe the connections between the humanities and Judaism, Christianity, Islam, and Buddhism.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Hum100: The Flowering of Religion: Judaism, Christianity, Islam, and BuddhismFrancisco Pesante
Objectives:
1. Identify the central teachings from Judaism, early Christianity, early Islam, and Buddhism.
2. Explain how Judaism, early Christianity, early Islam, and Buddhism reflect the individual’s role in the world and with the deity.
3. Describe the connections between the humanities and Judaism, Christianity, Islam, and Buddhism.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2. Brief History
Judaism- The Hebrew leader Abraham
founded Judaism around 2000 B.C. Judaism
is the oldest of the monotheistic faiths
(religions with one God).
Christianity - Founded by Jesus Christ, who
was crucified around A.D. 30 in Jerusalem. It
was after his death when his followers came
to believe in him as the Christ, the Messiah.
Islam - Founded in Arabia by Muhammad
between A.D. 610 and A.D. 632
4. House of Worship
◦ Judaism – synagogue or temple
◦ Christianity – church, cathedral, chapel
◦ Islam – mosque
◦ Day of Worship
Judaism – Saturday
Christianity – Sunday
Islam - Friday
4
5. Original Language
◦ Judaism – Hebrew
◦ Christianity – Aramaic and Greek
◦ Islam – Arabic
Names of God
◦ Judaism – Yahweh and Elohim
◦ Christianity – God, the Trinity
◦ Islam - Allah
5
6. Major Locations TODAY
◦ Judaism – Europe, Israel, North America
◦ Christianity – Europe, North and South
America
◦ Islam – Africa, Middle East, and
Southeast Asia
6
7. Early Expansion
◦ Judaism – Little expansion mostly
confined to Israel
◦ Christianity – by the end of the 4th
century Christianity spread across the
entire Roman Empire
◦ Islam – Within 12 years, entire Arabian
peninsula; after 100 years stretched from
Spain to Southeast Asia
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8. Current Worldwide Followers
TODAY
◦ Judaism – 14 million (ranks 12th)
◦ Christianity – 2 billion (ranks 1st)
◦ Islam – 1.3 billion (ranks 2nd)
◦ In the USA
Judaism – 5.6 million
Christianity – 159 million
Islam – 1.1 million
8
9. Sacred Texts
◦ Judaism – Hebrew Bible
◦ Christianity – Old Testament and New
Testament
◦ Islam – Qur’an (Koran)
9
10. All are monotheistic
◦ Judaism – One God
◦ Christianity – Trinity (God the father, God
the Son, and God the Holy Spirit)
◦ Islam – One God
10
11. Divine Revelation
How do we know about God?
◦ Judaism – through prophets recorded in
the Hebrew Bible
◦ Christianity – through prophets and Jesus
as recorded in the Old and New
Testament
◦ Islam – through God’s final prophet
Muhammad recorded in the Qur’an
11
12. Bell Ringer
Get your notebook out and write TWO
things EACH about the following about
yesterday’s lesson: Islam,
Christianity, and Judaism. Do NOT
use your notes!!
Keep your notebooks out in case we
need them.
This should only take 5 minutes at the
most.
Do it silently as I take role. 12
13. Means of Salvation
◦ Judaism – Belief in one God; good deeds
◦ Christianity – correct belief, good deeds;
by faith accept Christ as Savior
(Protestants)
◦ Islam – Belief in one God; good deeds
and follow Five Pillars of Faith
13
14. Five Pillars of Islam
A. A statement of faith- believing in Allah and
Mohammed
B. Prayer (five times a day in the direction of
Mecca)
C. Charity (giving to those in need)
D. Pilgrimage to Mecca at least once in your
lifetime (called the Hajj)
E. Fasting (during the month of Ramadan)
15. Afterlife
◦ Judaism – eternal heaven, or no afterlife
◦ Christianity – eternal heaven
◦ Islam – eternal paradise (heaven)
◦ Judaism - eternal hell, or no afterlife
◦ Christianity – eternal hell
◦ Islam – eternal hell
15
16. Symbols
◦ Judaism – Star of David
◦ Christianity – cross
◦ Islam – crescent with name of Allah in
Arabic
16
17. View of Fellow Abrahamic Religions
◦ Judaism – “Islam and Christianity are
false interpretations and extensions of
Judaism.”
◦ Christianity – “Judaism is a true religion,
but with incomplete revelation. Islam is a
false religion.”
◦ Islam – “Jews and Christians are
respected as fellow believers, but with
wrong beliefs and only partial revelation.”
17