Religious Experiences and Spirituality: Indigenous Religions in Pre-colonial ...Tikboy Rosquillo
A Final Requirement for General Education for Social Science and Philosophy (GESSP): Religious Experiences and Spirituality.
Submitted by Group 3 from I-CBPW (2014-2015) under Prof. Tessie Tapiador-Sagadraca , University of Makati
Religious Experiences and Spirituality: Indigenous Religions in Pre-colonial ...Tikboy Rosquillo
A Final Requirement for General Education for Social Science and Philosophy (GESSP): Religious Experiences and Spirituality.
Submitted by Group 3 from I-CBPW (2014-2015) under Prof. Tessie Tapiador-Sagadraca , University of Makati
This is the first chapter of the course Readings in Philippine History as per the course guide from Commission on Higher Education.
Course sub-topics:
1. Meaning and Relevance of History
2. Distinction of Primary and Secondary source; External and Internal Criticism
Under the topic Philippine Revolution (in Philippine History), this material focused on the nationalistic means of pursuit of liberty in the country, the Propaganda Movement.
(^_^)
This is the first chapter of the course Readings in Philippine History as per the course guide from Commission on Higher Education.
Course sub-topics:
1. Meaning and Relevance of History
2. Distinction of Primary and Secondary source; External and Internal Criticism
Under the topic Philippine Revolution (in Philippine History), this material focused on the nationalistic means of pursuit of liberty in the country, the Propaganda Movement.
(^_^)
It gives an overview on the concept of paternalism and autonomy and which principle prevails in the current situation. The opinion is the writer personal opinion.
Oddly, during our visits in Old Montreal and to the historic Churches we discovered 3 or 4 people who became Saints of the Roman Catholic Church. All of these people played key roles in the establishment of Canada as a country and of the Church as an integral part of Canada.
This introduces us to the amazing story of the expansion of the Society of Saint Vincent de Paul in the 19th century: How was the organisation able to develop at such a dizzying speed, in an often hostile environment? What problems did the members have to face? How did they overcome them? Who was President Baudon? What was the role of the Cardinal Protector? What did the Persigny Circular forbid? This is a very lively PowerPoint with a wealth of information; we see the founders passionately discussing the main policies the Society would follow, and we feel as if we are in the room with them! The questions asked then are still regularly raised today in our meetings…
(The icon of the Holy Spirit which appears on several of the slides identifies key dates in the development of the Society)
PowerPoint written by Ralph Middlecamp, President of the Society of Saint Vincent de Paul in the United States
History of the Society of St Vincent de Paul: From the First Conference to the creation of the Councils. By Ralph Middlecamp, President of the Society of St. Vincent de Paul USA
Notre-Dame de Bon Secours. Montreal's first churchFergus Ducharme
The first church in the Montreal Region, On the waterfront in Montreal. It is historic and wonderfully small and cozy. Yet it houses the relics of one of Canada's first Saints. Marguerite Bourgeoys who came to New France as an "educator" and founded the Congregation of Notre-Dame.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
7. Where in battle great armies in met.
Hundred Years War (1337-1453)
St. Joan of Arc’s Liberation of New Orleans (1429)
Wars of Religion (1562-1598)
Wars of Fronde (1648-1653)
8. The series of wars brought great misery to the
country sides --
Poverty, sickness, ignorance
12. He found the Church in ruins, the presbytery
uninhabitable, the people indifferent and apathetic.
13.
14. but most especially, he
reached out to his
parishioners to respond
to their misery, engaging
everyone in this endeavor.
15. This young priest
– only 30 years old–
was filled with zeal
for his people.
16. Fr. Louis Chauvet
became many things to
his parishioners.
Priest
His great concern was for
their spiritual welfare.
Counselor
17. Shepherd
He gave special
attention to the
needy, the aged.
He attended to
the abandoned,
looking to their
total well-being.
18. Scholar
He struggled against
ignorance and the false
teaching of Quietism and
Jansenism…
Musician
- exemplifying the quest
for the
finer things in life.
19. Teacher
He shared his vision of uplifting the level of life
of the villagers
20. … through
teaching the
children,
caring for
the sick, and
ministering
to the poor
21. Young girls of the village
became fired with his vision.
22. The first
Marie Micheau (17)
Barbe Foucauld (19)
Marie Anne de Tilly (31)
who assisted in their formation
became
co-Foundress.
They became the first
“Daughters of the School of Levesville”
23. Soon, they were joined by many others -
Anne Bonnet
Marie Denizet
Anne Lerat
Catherine Sirou
Marie Anne Deslandres
Claude Dauvilliers
Marie Foucault
Marie Fleury
Louise Meunier
Jeanne Rosseau
- to name a few.
32. “Having neither dowry nor income but earning their
living so as to be able to perform their apostolic work
as gratuitously as possible,
they combined
austere mortification
with the hardest work.”
( cf. Draft of a Rule, Ch. 1)
33. A scholar himself, Fr. Chauvet
considered scholarship a
function of faith.
Fr. Louis Chauvet wanted the children
to know how to read and write to enable them
to know more about Christian doctrine and
to practice their religion as they should.
34. With Religion and the
3Rs, the Sisters taught
practical arts and crafts
to equip the young with
productive skills that would
enable them to improve their
living standards.
The first school opened in 1700; a
second school opened in
Chateauneuf-en-Thymerais in 1707.
35. Marie Micheau, first recruit, first superior,
and first teacher, died at the age of 19 on 15
November 1702
Fr. Chauvet accorded her the right to be buried in the Church, a privilege that
belonged only to the Lord-Founders of the Church, priests and persons consecrated
to God.
Marie Anne de Tilly, co-Foundress
28 September 1703
Fr. Louis Chauvet
Founder, 21 June 1710
36. Unless a grain
of wheat
falls into the
ground and dies,
it remains a
single grain;
but if it dies,
it shall yield a
rich harvest.
37. In 1708, Fr. Louis Chauvet entrusted the Sisters of
Levesville under the protection of the Bishop of Chartres.
38. Bishop Paul
Godet des Marais
gave them the name
Sisters of St. Paul
and
St. Paul, the Apostle
as their Patron.
(+26 September 1709)
40. Having at first settled
in the district of St.
Maurice in Chartres, the
Sisters were once called
the Sisters of Charity of St.
Maurice.
They were also referred
to as “Les Sabotieres”
– wooden shoe wearers
The wooden shoes became symbolic of
the simplicity and poverty of their
lifestyle.
41. Fr. Claude Marechaux, appointed first ecclesiastical
superior in Chartres wrote, in accord with Fr. Chauvet,
the Sisters’ Rule and the Instructions on the Rule
“How to Perform our Actions Well”
Msgr. Charles de Truchis
who succeeded Fr. Marechaux
was instrumental in preserving
the Rule and the Names of the
first Sisters by letting them write
their names in the community
registry, Le Monument.
50. The French revolution in
1792 ordered the suppression
of all religious congregations
and the confiscation of their
houses and property.
51. The house at St. Maurice
was confiscated and the
44 sisters living there
were dispersed.
52. DISPERSAL
Mother Josseaume,
then Superior General, was
incarcerated with 3 sisters
and 212 others at Rambouillet.
They were eventually
released in 1794.
But the Sisters were gone,
their houses were gone… 44 in
Chartres, 111 in the other towns
and villages … the community
appeared for all purposes to be
DEAD!
53. RECONSTITUTION
1802: The Minister of the Navy,
Denis Decres, requested for Sisters
to replenish those in Cayenne,
whose charity and compassion he
greatly appreciated. With Baron
de Laitre, Prefect of Eure-et-Loire,
a search was made for the
Sisters of St. Paul.
The government that disbanded them
now sought to gather them together.
Mother Josseaumme was found. A search was
made for the dispersed Sisters.
54. Napoleon Bonaparte,
Premier Consul,
signs the Decree of Reconstitution
of the Sisters of St. Paul of
Chartres,
10 December 1802.
He would also sign, in 1811, the Decree
granting legal recognition to the
Congregation.
55. A New Dawn!
The Sisters were given
the former Dominican
convent at Rue St.
Jacques
56. …which today serves as
the Maison Mère -
Mother House - of the
Congregation.
62. By 1834, there were 400 sisters in 67 SPC houses in
France, in schools, hospitals, dispensaries and
orphanages.
There were 45 sisters in the hospitals and schools of
Martinique, Guadeloupe and Cayenne.
63. Monsignor Augustin Forcade,
assigned as Apostolic Vicar of
Japan and Apostolic Prefect of
Hongkong requested for Sisters of
St. Paul to help him in Hongkong.
Four were sent:
Sr. Alphonsine, his own sister,
Sr. Gabrielle Joubin,
Sr. Auguste Galloin
and Sr. Louis Morse.
71. However, the secularization laws of
France had far reaching consequences.
Our sisters had to leave 105 public schools
between 1879 and 1903.
Denied and refused in their own country
- later even in the French occupied
territories – the Sisters looked more and
more to the East! They became available
for the Asian missions,
especially to the Philippines.
72. The loss of Europe was Asia’s gain!
The Provincial Superiors of Asia today
More than 80%
of the total
number of
Sisters in the
Congregation
today are
Asians
73. Integral to the Life and Mission
of the Sisters of St. Paul was the constant
sharing in the Paschal Mystery of Christ
1 – the poverty and hard work of their
early beginnings
2 - the early deaths of the Founders
3 - the unjust harassment of
Marguerite David who claimed
part of the community property
after Marie Anne’s death
74. 4 – the lawsuits against them
by the merchants of
Chartres and who put
obstacles to their legal
recognition as a
Congregation
5 - the difficulties,
deprivations, and deaths in the first missions
6 - the French revolution, dispersal, and dissolution
7 – the secularization movement, expulsion from
schools & hospitals of France and in its
territories
75. CHRIST IS
LORD OF HISTORY!
… undaunted, the
Sisters remained
steadfast and joyful -
anchored in the Lord.
ULTIMA LATET
Fr. Louis Chauvet’s Sundial
76. Russia
Mongolia
Alaska
Turkey
Colombia
East Timor
Today, some 5000 Sisters of St. Paul of Chartres
serve in 32 countries in 6 continents of the world.
77.
78. St. Paul Alumni to Generation to
Generations
ST. PAUL UNIVERSITY
DUMAGUETE SINCE :1904