The do’s and dont’s on visits related to Buddhism
•Download as ODP, PDF•
1 like•373 views
Visiting a Buddhist place of worship with primary school children requires respecting Buddhism and its traditions. The document provides guidelines for visits related to primary school children and their places of worship, focusing on ensuring respect for people's religions and respecting Buddhism and its places of worship in particular.
Report
Share
Report
Share
Recommended
Audience profile
Reginae Carter is a 16-year-old Black Caribbean Christian girl from Croydon, South London. She is studying biology, chemistry, psychology, and economics at A-Level and works part-time at Houseof Fraser. In her free time, she enjoys music, fashion, spending time with family and friends, and aspires to become a pediatric doctor.
Confucianism assessment part 2 PDF
Confucius introduces himself and tells his life story. He was a philosopher born in 552 BC in Lu, China who focused on ethics and relationships. Though no original texts of his teachings exist, his followers wrote down some of his nearly 500 analects and observations after his death. Confucianism teaches morality, ancestor worship, respect for elders, and maintaining strong family loyalty and social hierarchies. Confucius had little influence during his life but his philosophy grew in importance and influenced China's culture and religion. He traveled teaching his philosophies of ethics until his death in 479 BC. Confucianism continues to be practiced by over 6 million people today.
Introduction to buddhism
The document provides an introduction to some key concepts in Buddhism, including:
- The Four Noble Truths that life involves suffering, suffering is caused by attachment, suffering can end, and there is a gradual path to end suffering through detachment.
- Buddhism does not worship deities, as exemplified by comparisons to Buddha and Jesus. Personal responsibility and free will are emphasized over original sin.
- Buddha is defined as Siddhartha Gautama, a prince who was inspired to find the truth after seeing suffering in the world, attained enlightenment, and taught the path to end suffering.
- Core Buddhist concepts are also summarized like reincarnation, karma, and meditation. Tibet
Complete Ppt Buddhism
Buddhism originated 2500 years ago when Siddhartha Gautama founded the religion. Key Buddhist beliefs include not believing in God, following the teachings of Buddha to find peace, and meditating. Buddhists believe in concepts like anatta, anicca, duhka, and karma. The Four Noble Truths explain duhka and the Eightfold Path as the way to end suffering. Important locations in Buddhism's history include Bodh Gaya, where Buddha achieved enlightenment, Lumbini where he was born, and Kushinagara where he died at age 80.
Buddhism PowerPoint
Hinduism was established in India in 1500 BCE, featuring texts like the Vedas and a caste system. The Upanishads taught concepts like samsara, karma, and moksha. Siddhartha Gautama was born in 480 BCE and discovered suffering through encountering old age, disease, and death. He attained enlightenment and became the Buddha, spreading his teachings of the Four Noble Truths and Noble Eightfold Path through India and Asia. Buddhism is considered both a philosophy and religion by some definitions and focuses on meditation, wisdom, and compassion rather than faith or gods.
Buddhism PowerPoint
The document provides information about Buddhism, including its origins and spread, key teachings, and different branches. It discusses:
- The life of the Buddha and the origins of Buddhism in India.
- How Buddhism spread throughout Asia between the 4th century BCE and 15th century CE, establishing the Theravada and Mahayana branches.
- Core Buddhist concepts like the Four Noble Truths, Eightfold Path, karma, samsara, and nirvana.
- The three main branches of Buddhism—Theravada, Mahayana, and Vajrayana—and how they differ in focuses, views of the Buddha, and geographical areas of practice.
Nottinghamshire computing framework 2014
The document provides information about the Nottinghamshire Computing Framework 2014, which revises the previous Nottinghamshire ICT Framework from 2008. It outlines the key changes in emphasis from ICT to computing based on the new National Curriculum, which focuses more on computer science. The framework consists of three strands - Communication, Finding Out, and Computing - and provides a progression of key concepts and skills from key stage 1 through to upper key stage 2. It is intended as a guide for schools to develop their own curriculum that meets the needs of computing education based on the national guidelines.
Computational thinking-illustrated
The document discusses analyzing the effects of computation. It provides examples of how computation is used in everyday objects like cell phones to transmit voice data and route calls. It emphasizes that computation involves collecting, storing, and processing data. The document also discusses how computation has allowed technologies like radio to enable personal communication through devices like cell phones. It states that analyzing computation involves observing how data is transformed and what is accomplished through that processing.
Recommended
Audience profile
Reginae Carter is a 16-year-old Black Caribbean Christian girl from Croydon, South London. She is studying biology, chemistry, psychology, and economics at A-Level and works part-time at Houseof Fraser. In her free time, she enjoys music, fashion, spending time with family and friends, and aspires to become a pediatric doctor.
Confucianism assessment part 2 PDF
Confucius introduces himself and tells his life story. He was a philosopher born in 552 BC in Lu, China who focused on ethics and relationships. Though no original texts of his teachings exist, his followers wrote down some of his nearly 500 analects and observations after his death. Confucianism teaches morality, ancestor worship, respect for elders, and maintaining strong family loyalty and social hierarchies. Confucius had little influence during his life but his philosophy grew in importance and influenced China's culture and religion. He traveled teaching his philosophies of ethics until his death in 479 BC. Confucianism continues to be practiced by over 6 million people today.
Introduction to buddhism
The document provides an introduction to some key concepts in Buddhism, including:
- The Four Noble Truths that life involves suffering, suffering is caused by attachment, suffering can end, and there is a gradual path to end suffering through detachment.
- Buddhism does not worship deities, as exemplified by comparisons to Buddha and Jesus. Personal responsibility and free will are emphasized over original sin.
- Buddha is defined as Siddhartha Gautama, a prince who was inspired to find the truth after seeing suffering in the world, attained enlightenment, and taught the path to end suffering.
- Core Buddhist concepts are also summarized like reincarnation, karma, and meditation. Tibet
Complete Ppt Buddhism
Buddhism originated 2500 years ago when Siddhartha Gautama founded the religion. Key Buddhist beliefs include not believing in God, following the teachings of Buddha to find peace, and meditating. Buddhists believe in concepts like anatta, anicca, duhka, and karma. The Four Noble Truths explain duhka and the Eightfold Path as the way to end suffering. Important locations in Buddhism's history include Bodh Gaya, where Buddha achieved enlightenment, Lumbini where he was born, and Kushinagara where he died at age 80.
Buddhism PowerPoint
Hinduism was established in India in 1500 BCE, featuring texts like the Vedas and a caste system. The Upanishads taught concepts like samsara, karma, and moksha. Siddhartha Gautama was born in 480 BCE and discovered suffering through encountering old age, disease, and death. He attained enlightenment and became the Buddha, spreading his teachings of the Four Noble Truths and Noble Eightfold Path through India and Asia. Buddhism is considered both a philosophy and religion by some definitions and focuses on meditation, wisdom, and compassion rather than faith or gods.
Buddhism PowerPoint
The document provides information about Buddhism, including its origins and spread, key teachings, and different branches. It discusses:
- The life of the Buddha and the origins of Buddhism in India.
- How Buddhism spread throughout Asia between the 4th century BCE and 15th century CE, establishing the Theravada and Mahayana branches.
- Core Buddhist concepts like the Four Noble Truths, Eightfold Path, karma, samsara, and nirvana.
- The three main branches of Buddhism—Theravada, Mahayana, and Vajrayana—and how they differ in focuses, views of the Buddha, and geographical areas of practice.
Nottinghamshire computing framework 2014
The document provides information about the Nottinghamshire Computing Framework 2014, which revises the previous Nottinghamshire ICT Framework from 2008. It outlines the key changes in emphasis from ICT to computing based on the new National Curriculum, which focuses more on computer science. The framework consists of three strands - Communication, Finding Out, and Computing - and provides a progression of key concepts and skills from key stage 1 through to upper key stage 2. It is intended as a guide for schools to develop their own curriculum that meets the needs of computing education based on the national guidelines.
Computational thinking-illustrated
The document discusses analyzing the effects of computation. It provides examples of how computation is used in everyday objects like cell phones to transmit voice data and route calls. It emphasizes that computation involves collecting, storing, and processing data. The document also discusses how computation has allowed technologies like radio to enable personal communication through devices like cell phones. It states that analyzing computation involves observing how data is transformed and what is accomplished through that processing.
Primary national curriculum_-_computing
This document outlines the purpose, aims, and content of the computing curriculum for primary schools in England. The purpose is to equip students with computational thinking to understand and change the world. The aims ensure students can understand and apply computer science principles, analyze problems computationally, and use IT competently. The content specifies that at key stage 1, students learn about algorithms, debugging, and using technology safely. At key stage 2, content includes designing programs, using variables, understanding networks, and selecting software for a range of purposes.
I can statements for computing
This document outlines the Key Stage 1 Computing curriculum for computer science in the UK, which focuses on having students understand algorithms and how they are implemented as programs that computers execute through precise step-by-step instructions. It provides "I can" statements to indicate skills students should have, such as being able to explain what an algorithm and program are, write simple algorithms on paper, and write and follow instructions for tasks like making a sandwich or getting dressed. Example lesson activities are also included, such as using visual posters and programming tools like Scratch and BeeBots.
Computing progression pathways_with_computational_thinking_v2
This document outlines a progression pathway for computing topics including algorithms and programming, data representation, hardware, networks, and information technology. It describes learning objectives at increasing levels of complexity, from understanding basic concepts to designing modular programs, problem solving, and evaluating digital content. Key topics covered include algorithms, data types, programming constructs, computer hardware, binary representation, databases, networks, and responsible use of technology.
Lesson plan report
Lesson plan for teaching some of the key computational thinking skills in primary schools. Key stage 2 plan!!
Rail safety
The document outlines a 50-minute PSHE lesson plan about rail safety. The lesson includes showing a video about rail safety, discussing safety scenarios using toy trains and figurines, and having students create their own rail safety advertisement videos. The goal is for students to understand how to stay safe near railways and discuss safety in different situations. Throughout the lesson, students' understanding will be assessed through discussion of the video, scenarios, and their final advertisements.
R.e. activity plan
The document outlines an activity plan for a religious education class to visit a graveyard to discuss emotions and feelings around death. Students will be led on an introduction tour of the graveyard and identify potential emotions. They will then film short videos in small groups discussing their own feelings in the graveyard and share with the class. To consolidate learning, the class will discuss how emotions may change and differ and how different religions view death, such as reincarnation. Follow up work includes discussing emotions around death with family.
Algorithm designer
This document provides instructions for an unplugged activity where students will draw a crazy star shape and receive feedback from peers on their design. The document outlines having students take turns drawing their star shape, then reviewing each other's work to provide comments and suggestions for improvement.
Ks1 pizza-pickle-debugging-activity1
This document provides instructions for a debugging activity where students will fix bugs in Scratch programs that make pizza orders. Students will be given programs that do not work correctly and will use logical reasoning to predict what each program will do, identify where it goes wrong, and debug it. The activity aims to teach students to debug programs by having them work through several orders with bugs in small groups.
The journey outreach leaflet
The follow-up workshops are designed to continue students' thinking after visiting The Journey exhibit and explore issues of prejudice. Through visual, practical, and hypothetical activities, students will identify and discuss prejudice in their community and ways to tackle it. At the end of the workshops, students will feel empowered to make a positive difference by addressing intolerance. They will then create an assembly to share their learnings with parents and inspire community cohesion. The workshops help schools meet government objectives around inclusion, participation, and respect for human rights.
Re resources
This document provides resources and guidance for teaching Religious Education in Northamptonshire schools. It includes suggested artefact boxes and other materials for different religions, as well as a long list of contact details for organizations and individuals who can provide visits or resources related to various world religions. The goal is to give teachers a wide range of options for bringing Religious Education to life through hands-on materials and experiences.
Re can do statement grid
This document outlines attainment statements for religious education in the UK. It describes six levels of attainment for pupils in learning about and learning from religion. For each level, it provides examples of what pupils can do regarding religious beliefs, practices, expressions of identity and belonging, questions about meaning and purpose, and moral values. The attainment statements cover demonstrating knowledge, making connections, asking questions, and developing insights about religion.
Religious education lecture 4 lesson plan
The document outlines a 20-minute religious education lesson plan about special places. It involves showing pictures of religious special places, having students fill bags with characteristics of their own special places, and explaining their places to partners. The lesson aims to help students describe the qualities and importance of having a special place. It assesses if students can identify religious places, express thoughts about places, understand differences, and explain other people's special places. The follow up lesson would focus on special people instead of places.
Religious education session special place
This document discusses special places and their importance. It lists different religious places like gurdwaras, viharas, churches, mandirs, mosques and synagogues. It mentions some personal special places like bags, trees and pebbles. The success criteria includes being able to identify special places for different religions, describe feelings about various places, and design and describe one's own special place.
Judaism Presentation
The document describes the different denominations of Judaism including Orthodox, Conservative, and Reform Jews. It also discusses important aspects of Jewish faith and practices such as scriptures like the Torah and Tenakh, synagogues, rituals, festivals, and rites of passage. Key symbols and customs are explained like the skull cap, mezuzah, kosher food laws, and the Star of David. The Sabbath, holidays of Rosh Hashanah, Yom Kippur and Passover are outlined.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
More Related Content
More from Craig Evans
Primary national curriculum_-_computing
This document outlines the purpose, aims, and content of the computing curriculum for primary schools in England. The purpose is to equip students with computational thinking to understand and change the world. The aims ensure students can understand and apply computer science principles, analyze problems computationally, and use IT competently. The content specifies that at key stage 1, students learn about algorithms, debugging, and using technology safely. At key stage 2, content includes designing programs, using variables, understanding networks, and selecting software for a range of purposes.
I can statements for computing
This document outlines the Key Stage 1 Computing curriculum for computer science in the UK, which focuses on having students understand algorithms and how they are implemented as programs that computers execute through precise step-by-step instructions. It provides "I can" statements to indicate skills students should have, such as being able to explain what an algorithm and program are, write simple algorithms on paper, and write and follow instructions for tasks like making a sandwich or getting dressed. Example lesson activities are also included, such as using visual posters and programming tools like Scratch and BeeBots.
Computing progression pathways_with_computational_thinking_v2
This document outlines a progression pathway for computing topics including algorithms and programming, data representation, hardware, networks, and information technology. It describes learning objectives at increasing levels of complexity, from understanding basic concepts to designing modular programs, problem solving, and evaluating digital content. Key topics covered include algorithms, data types, programming constructs, computer hardware, binary representation, databases, networks, and responsible use of technology.
Lesson plan report
Lesson plan for teaching some of the key computational thinking skills in primary schools. Key stage 2 plan!!
Rail safety
The document outlines a 50-minute PSHE lesson plan about rail safety. The lesson includes showing a video about rail safety, discussing safety scenarios using toy trains and figurines, and having students create their own rail safety advertisement videos. The goal is for students to understand how to stay safe near railways and discuss safety in different situations. Throughout the lesson, students' understanding will be assessed through discussion of the video, scenarios, and their final advertisements.
R.e. activity plan
The document outlines an activity plan for a religious education class to visit a graveyard to discuss emotions and feelings around death. Students will be led on an introduction tour of the graveyard and identify potential emotions. They will then film short videos in small groups discussing their own feelings in the graveyard and share with the class. To consolidate learning, the class will discuss how emotions may change and differ and how different religions view death, such as reincarnation. Follow up work includes discussing emotions around death with family.
Algorithm designer
This document provides instructions for an unplugged activity where students will draw a crazy star shape and receive feedback from peers on their design. The document outlines having students take turns drawing their star shape, then reviewing each other's work to provide comments and suggestions for improvement.
Ks1 pizza-pickle-debugging-activity1
This document provides instructions for a debugging activity where students will fix bugs in Scratch programs that make pizza orders. Students will be given programs that do not work correctly and will use logical reasoning to predict what each program will do, identify where it goes wrong, and debug it. The activity aims to teach students to debug programs by having them work through several orders with bugs in small groups.
The journey outreach leaflet
The follow-up workshops are designed to continue students' thinking after visiting The Journey exhibit and explore issues of prejudice. Through visual, practical, and hypothetical activities, students will identify and discuss prejudice in their community and ways to tackle it. At the end of the workshops, students will feel empowered to make a positive difference by addressing intolerance. They will then create an assembly to share their learnings with parents and inspire community cohesion. The workshops help schools meet government objectives around inclusion, participation, and respect for human rights.
Re resources
This document provides resources and guidance for teaching Religious Education in Northamptonshire schools. It includes suggested artefact boxes and other materials for different religions, as well as a long list of contact details for organizations and individuals who can provide visits or resources related to various world religions. The goal is to give teachers a wide range of options for bringing Religious Education to life through hands-on materials and experiences.
Re can do statement grid
This document outlines attainment statements for religious education in the UK. It describes six levels of attainment for pupils in learning about and learning from religion. For each level, it provides examples of what pupils can do regarding religious beliefs, practices, expressions of identity and belonging, questions about meaning and purpose, and moral values. The attainment statements cover demonstrating knowledge, making connections, asking questions, and developing insights about religion.
Religious education lecture 4 lesson plan
The document outlines a 20-minute religious education lesson plan about special places. It involves showing pictures of religious special places, having students fill bags with characteristics of their own special places, and explaining their places to partners. The lesson aims to help students describe the qualities and importance of having a special place. It assesses if students can identify religious places, express thoughts about places, understand differences, and explain other people's special places. The follow up lesson would focus on special people instead of places.
Religious education session special place
This document discusses special places and their importance. It lists different religious places like gurdwaras, viharas, churches, mandirs, mosques and synagogues. It mentions some personal special places like bags, trees and pebbles. The success criteria includes being able to identify special places for different religions, describe feelings about various places, and design and describe one's own special place.
Judaism Presentation
The document describes the different denominations of Judaism including Orthodox, Conservative, and Reform Jews. It also discusses important aspects of Jewish faith and practices such as scriptures like the Torah and Tenakh, synagogues, rituals, festivals, and rites of passage. Key symbols and customs are explained like the skull cap, mezuzah, kosher food laws, and the Star of David. The Sabbath, holidays of Rosh Hashanah, Yom Kippur and Passover are outlined.
More from Craig Evans (14)
Computing progression pathways_with_computational_thinking_v2
Computing progression pathways_with_computational_thinking_v2
Recently uploaded
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
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.ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
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.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Recently uploaded (20)
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
The do’s and dont’s on visits related to Buddhism
- 1. The do’s and dont’s on visits related to primary school children Respecting people’s religions and their places of worship - Buddhism
- 2. Buddhism
- 3. All information taken from R.E. Online Available at: http://www.reonline.org.uk/specials/p laces-of-worship/home_1.htm