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Buddhist Revivalist Movements Comparing Zen Buddhism and the Thai Forest Movement Buddhist Revivalist Movements Alan Robert Lopez Buddhist Revivalist Movements
Alan Robert Lopez Buddhist Revivalist Movements Comparing Zen Buddhism and the Thai Forest Movement Buddhist Revivalist Movements Alan Robert Lopez Buddhist Revivalist Movements Comparing Zen Buddhism and the Thai Forest Movement Alan Robert Lopez Chiang Mai , Thailand ISBN 978-1-137-54349-3 ISBN 978-1-137-54086-7 (eBook) DOI 10.1057/978-1-137-54086-7 Library of Congress Control Number: 2016956808 © The Editor(s) (if applicable) and The Author(s) 2016 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Cover image © Nickolay Khoroshkov / Alamy Stock Photo Printed on acid-free paper This Palgrave Macmillan imprint is published by Springer Nature The registered company is Nature America Inc. -
Buddhist Text Translation Society 2012 Catalog
Sutras - Mantras - Dharma Talks - Biographical Sketches - Children’s - Audio Visual English - Chinese - Vietnamese - Spanish BUDDHIST TEXT TRANSLATION SOCIETY 2012 CATALOG BUDDHIST TEXT TRANSLATION SOCIETY (BTTS) DHARMA REALM BUDDHIST ASSOCIATION (DRBA) DHARMA REALM BUDDHIST UNIVERSITY (DRBU) www.drba.org Table of Contents Buddhist Canon 3 Water Mirror Reflecting Heaven 20 Master Hsuan Hua, Founder 3 Song of Enlightenment 20 Dharma Realm Buddhist Association 3 Exhortation to Resolve on Bodhi 20 Sutras Recitation Forty-Two Sections 4 Daily Recitation Handbook 21 Earth Store Bodhisattva 4 Evening Recitation CD 21 Medicine Master 4 Morning Recitation CD 21 Heart of the Prajna Paramita 5 Gift Books Vajra Prajna Paramita (Diamond) 5 Transcending the World 22 Buddhas Speaks of Amitabha 5 Dew Drops 22 Surangama (Shurangama) 6 Break the Shell 22 Wonderful Dharma Lotus Flower Children (Lotus) 7 Kind Monk, The 23 Flower Adornment (Avatamsaka) 8 Golden Feather, The 23 Sixth Patriarch 9 Giant Turtle, The 23 Shastra Under the Bodhi Tree 24 On Understanding No Words 24 the Hundred Dharmas 9 Human Roots 24 Mantras Standards for Students 25 Great Compassion 10 Truly Awakened One, The 25 Surangama 10 Rakshasa Ghost, The 25 Dharma Talks Spider Thread 25 Vol 1 – 11 11 Audio Trip to Taiwan 11 Clear Stream 26 In Europe 11 Amitabha Buddha 26 Insights 12 Songs for Awakening 26 Buddha Root Farm 12 Three Cart Patriarch, The 26 Listen to Yourself 13 Journals & Magazines Treasure Trove 13 Vajra Bodhi Sea 27 Ten Dharma Realms 13 Religion East & West 27 Biography/Memoirs -
City Council Minutes January 15, 201~ 2783
City Council Minutes January 15, 201~ 2783 Orangeburg City Council held its regularly scheduled City Cotmcil Meeting on Tuesday, January 15, 2019, at 7:00 P.M., in Council Chambers with Mayor Butler presiding. · PRESENT: Michael C. Butler, Mayor Bernard Haire Jerry Hannah Charles W. Jernigan L. Zimmerman Keitt Sandra P, Knotts Richard F. Stromao A motion was made by Councilmernber Stroman, seconded by Mayor Pro Tero Keitt, to approve the December 18, 2018, City Council Minutes, as distributed. This motion was unaoimously approved. · Mr. William Green of 1048 Doyle Street addressed Council. He stated, "I come before you again on the property located at 1605 Russell Street. This building is a sleek art deco style building that the County wants to take down for the library. It recently celebrated its 70"' birthday aod was one of the first buildings in Orangeburg made out of cinder block. I met recently with the Orangeburg County Historical Society aod I am handing out a letter aod a picture of the building in question and the Historical Society is asking that this building be saved and the building be integrated into the County's plao for the library complex. I would ask. if you could please read this aod take a look at it and be in consideration." Mayor Pro Tern Keitt asked, "Have you spoken to the County?" Mr. Green replied "Yes, and they are determined to take it down, bull, along with the Orangeburg Historical Society, are sending letters to the State not to take it down. I really do not know what is going to happen." Mr. -
Using Love and Logic to Raise Resilient Kids – Dr
Using Love and Logic to Raise Resilient Kids – Dr. Charles Fay with Dave Asprey – #832 Announcer: Bulletproof Radio, a state of high performance. Dave Asprey: You're listening to Bulletproof Radio with Dave Asprey. Today's going to be a fun show, because I get a lot of questions from The Upgrade Collective, which is my membership and mentorship group that you should check out. In fact, there's a bunch of Upgrade Collective members logged in live as I'm recording this podcast, able to answer questions or ask questions at the end of the show. I get a lot of questions about parenting and, "Dave, what do you do for parenting?" I think I'm a pretty good parent, but you know what? Every parent thinks they're a pretty good parent at least some of the time, even if they're not. Dave: How would I know if I'm good given my sample size is I had two parents? I'm going to compare myself to them. Everyone says I'm going to do better than my parents, which usually means you do exactly what your parents did even more or the exact opposite way your parents did even more. You guys have heard me talk about being vicurious, vaccine industry curious, in the middle, where I'm going to pay attention to all the different data sources, then make my own decision. It's hard to be a curious parent, because, well, you just haven't seen enough. Then what you do is you go to an expert who has seen a lot of parenting and studied it and say, "All right, well, what's going to work? What's not going to work?" Dave: Then you look for a believable, trustworthy expert. -
The Surangama Samadhi Sutra (T.642)
BDK English Tripitaka 25-11, 25-111 The Pratyutpanna Samadhi Sutra Translated by Lokaksema Translated from the Chinese (Taisho Volume 13, Number 418) by Paul Harrison The Surarigama Samadhi Sutra Translated by Kumarajiva Translated from the Chinese (Taisho Volume 15, Number 642) by John McRae Numata Center for Buddhist Translation and Research 1998 © 1998 by Bukkyo Dendo Kyokai and Numata Center for Buddhist Translation and Research All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transcribed in any form or by any means —electronic, mechanical, photocopying, recording, or otherwise— without the prior written permission of the publisher. First Printing, 1998 ISBN: 1-886439-06-0 Library of Congress Catalog Card Number: 97-069169 Published by Numata Center for Buddhist Translation and Research 2620 Warring Street Berkeley, California 94704 Printed in the United States of America A Message on the Publication of the English Tripitaka The Buddhist canon is said to contain eighty-four thousand different teachings. I believe that this is because the Buddha's basic approach was to prescribe a different treatment for every spiritual ailment, much as a doctor prescribes a different medicine for every medical ailment. Thus his teachings were always appropriate for the particu lar suffering individual and for the time at which the teaching was given, and over the ages not one of his prescriptions has failed to relieve the suffering to which it was addressed. Ever since the Buddha's Great Demise over twenty-five hundred years ago, his message of wisdom and compassion has spread through out the world. -
20-1020 Discussion on New Public Safety Building
Open Work Session Discussion on New Public Safety Building October 20, 2020 Mr. John Psota, Acting County Executive, Sheriff Mike Lewis, and Mr. Nick Rice, Purchasing Agent, came before Council. Mr. Psota said, as they progress through the Public Safety Building project and its latest projected cost estimate of approximately $28 million, the Finance Department was recently tasked with analyzing the prospective impact this estimate would have on the County’s long-term debt forecast and its debt policy. He said, given COVID’s budgetary impact and the Maryland State Bureau of Revenue’s estimate uncertainties, they applied estimated variables in this analysis to include the following: an interest rate of 3.5 percent on their debt; an applied 5 percent reduction in general fund revenue for FY22 with no general fund revenue for the next four years; and a capital project list of important funding needs over the next five years. He said, to be clear, there is an identified need for this Public Safety Building project. He said the purpose of this presentation is to fulfill their responsibility to provide the prospective impact that the capital projects listed could have on their future debt management and their future borrowing capacity. He said, for this presentation, he would like to introduce Pam Oland. Mrs. Pam Oland, Director of Finance, then came before Council and passed out handouts. She said, as Mr. Psota stated, she was asked to look at the availability of debt service and, moving forward, if they were to do this project, as well as other projects listed in their CIP, or potentially coming up in the next CIP. -
Options to Anger for the Phoenix Progam
Options to Anger For the Phoenix Progam A cognitive behavioral skill based program designed to help understand the physiology of anger, reduce incidences of anger, and increase conflict resolution skills Thirty one lessons designed for residential treatment programs Dedication This curriculum with Lesson Plans is dedicated to the dedicated and hardworking staff of the Phoenix Treatment Program. Their commitment to encourage and support youth and families serves as an inspiration to all who want to help troubled youth. i DEVELOPING OPTIONS TO ANGER TABLE OF CONTENTS Introduction 1 Facilitator Goals 3 Teaching Competencies 5 Role Plays 7 Essential for Running a Successful Group 9 Curriculum Introduction 12 Lesson 1 Group Formation 13 Lesson 2 Group Formation II 20 Lesson 3 Identifying Risk Patterns 29 Lesson 4 Introduction to Invitations 34 Lesson 5 Invitations Part II 41 Lesson 6 Invitations Part III 48 Lesson 7 Introducing the Early Warning System 53 Lesson 8 Continue Early Warning System. Introduce Physical Signs 60 Lesson 9 The Power of Thought 68 Lesson 10 Reframing 78 Lesson 11 The Awareness Cycle: Invitations through the Early Warning System 88 Lesson 12 Participant Assessments And Feedback 93 Lesson 13 Physiology of Anger 95 Lesson 14 Anchoring 104 Lesson 15 Relaxation Techniques 109 Lesson 16 Anchoring Part II 116 Lesson 17 Attention Getters 121 ii Lesson 18 Affirmations 126 Lesson 19 Unhooks 132 Lesson 20 Decision Making: Costs and Benefits 140 Lesson 21 Participant Assessments and Feedback 145 Lesson 22 Expression-“I” Statements -
Worker Health and Safety During COVID-19
Worker Health and Safety during COVID-19 Across the United States, the IRC provides community-based, linguistically- and culturally- responsive programs to 50,000 diverse, low-income individuals each year, including to those in refugee, immigrant, and migrant (RIM) communities. As a result of the COVID-19 pandemic and the subsequent economic slowdown, more than 50 million Americans lost their jobs within a matter of weeks, with RIM communities being disproportionately impacted. Many RIM workers who were able to maintain their jobs continue to be employed in essential service and frontline positions, putting them at greater risk of being exposed to COVID-19. In addition to working in high-risk occupations, RIM communities have often been unable to access appropriate, in- language information on the vaccine and on workplace health and safety during the pandemic. The IRC has worked to assist RIM communities with overcoming these inequalities by providing culturally and linguistically accessible educational support to RIM workers both directly and through their employers. This guidebook shares information the IRC has learned through experiences collaborating with employers and RIM workers to promote workplace health and safety throughout the pandemic. This includes the process for and best practices of engaging employers to support their RIM employees in a culturally and linguistically accessible fashion to promote workplace health and safety during COVID-19. Engagement with employers can include: • Hosting trainings on worker health and safety and workers’ rights during COVID-19 for HR staff, supervisors, or employees themselves • The provision of culturally and linguistically accessible materials and resources related to COVID-19 to employers • Advocating for workplace health and safety considerations Workforce development professionals, community-based organizations (CBOs), RIM community advocates and others are encouraged to use the guidance in this guidebook to engage employers in support of COVID-19 health and safety measures and vaccine promotion. -
Eldercare Locator Launches Holiday Campaign to Encourage Families to Start Conversations About Critical End-Of-Life Issues
For Immediate Release Contact: Lisa Cohen, 310-395-2544 November 18, 2013 [email protected] Eldercare Locator Launches Holiday Campaign to Encourage Families to Start Conversations About Critical End-of-Life Issues Survey Finds a “Conversation Disconnect” as 90 percent of Americans Know They Should Have A Conversation About What They Want At The End Of Life, Yet Only 30 Percent Have Done So Washington, DC and Cambridge, Mass. – Eldercare Locator launched its 11th Annual Home for the Holidays campaign today to encourage families to take time this holiday season to discuss critical end-of-life issues with their loved ones. A national survey by The Conversation Project this fall found that 9 in 10 Americans want to discuss their loved ones’ and their own end-of-life care, but only approximately 3 in 10 have actually had these conversations. The campaign, which includes the release of a new guide that covers everything from how to initiate conversations to the right questions to ask about health, legal, financial and end-of-life issues, is available for download at www.n4a.org. The publication seeks to eliminate the “conversation disconnect” by providing the public with the topics, tools and information they need to discuss planning for the future and end-of-life issues during the holiday season when families spend extended time together. “This holiday season, we encourage families to spend time asking each other some basic questions about end-of-life goals,” said Kathy Greenlee, Administrator, Administration for Community Living and Assistant Secretary for Aging. “Starting the conversation tends to be the hardest part, but once that happens, all parties involved feel relief that these important issues are being addressed.” The new guide prepares families for the conversation, offering helpful tips and topics for consideration. -
Empty Cloud, the Autobiography of the Chinese Zen Master Xu
EMPTY CLOUD The Autobiography of the Chinese Zen Master XU YUN TRANSLATED BY CHARLES LUK Revised and Edited by Richard Hunn The Timeless Mind . Undated picture of Xu-yun. Empty Cloud 2 CONTENTS Contents .......................................................................................... 3 Acknowledgements ......................................................................... 4 Introduction .................................................................................... 5 CHAPTER ONE: Early Years ............................................................ 20 CHAPTER TWO: Pilgrimage to Mount Wu-Tai .............................. 35 CHAPTER THREE: The Journey West ............................................. 51 CHAPTER FOUR: Enlightenment and Atonement ......................... 63 CHAPTER FIVE: Interrupted Seclusion .......................................... 75 CHAPTER SIX: Taking the Tripitaka to Ji Zu Shan .......................... 94 CHAPTER SEVEN: Family News ................................................... 113 CHAPTER EIGHT: The Peacemaker .............................................. 122 CHAPTER NINE: The Jade Buddha ............................................... 130 CHAPTER TEN: Abbot At Yun-Xi and Gu-Shan............................. 146 CHAPTER ELEVEN: Nan-Hua Monastery ..................................... 161 CHAPTER TWELVE: Yun-Men Monastery .................................... 180 CHAPTER THIRTEEN: Two Discourses ......................................... 197 CHAPTER FOURTEEN: At the Yo Fo & Zhen Ru Monasteries -
Exploring Needs and Wants Students Review Pictures of Items and Decide Which Ones Are Needs and Which Are Wants
BUILDING BLOCKS TEACHER GUIDE Exploring needs and wants Students review pictures of items and decide which ones are needs and which are wants. Learning goals KEY INFORMATION Big idea Building block: Understanding the difference between needs Executive function and wants can help you make spending Financial habits and norms decisions that are best for you. Financial knowledge and Essential questions decision-making skills Grade level: Elementary school § What is a need? (K–1, 2–3, 4–5) § What is a want? Age range: 5–7, 7–9, 9–11 Objectives Topic: Spend (Buying things) § Distinguish between needs and wants School subject: Social studies or history § Consider how understanding the difference Teaching strategy: Cooperative learning between needs and wants can be helpful Bloom’s Taxonomy level: Understand, What students will do Analyze, Evaluate § Sort cards showing different items based on Activity duration: 15–20 minutes whether they’re needs or wants. § Answer questions about their decisions. STANDARDS Council for Economic Education NOTE Standard II. Buying goods and services Please remember to consider your students’ Jump$tart Coalition accommodations and special needs to ensure Financial decision-making - Standard 4 that all students are able to participate in a meaningful way. To find this and other activities, go to: Consumer Financial Protection Bureau consumerfinance.gov/teach-activities 1 of 5 Fall 2020 Preparing for this activity □ Print enough copies of the “Needs or wants” cards page in this guide for each group of students to have a set of cards. □ Cut apart each set of cards. What you’ll need THIS TEACHER GUIDE § Exploring needs and wants (guide) cfpb_building_block_activities_exploring-needs-wants_guide.pdf STUDENT MATERIALS § “Needs or wants” cards (in this guide) Exploring key financial concepts There are things in life that we need and things that we want. -
Passages from the Commentary on Thethe Infiniteinfinite Lifelife Sutrasutra
Passages from the Commentary on TheThe InfiniteInfinite LifeLife SutraSutra HAN DD ET U 'S B B O RY eOK LIBRA E-mail: [email protected] Web site: www.buddhanet.net Buddha Dharma Education Association Inc. Table of Contents Table of Contents................................................................2 Preface: Passages from the Commentary on The Infinite Life Sutra.3 Chapter One: The Assembly of Sages Attend the Dharma Teaching.....9 Chapter Two: The Virtues of Samantabhadra Bodhisattva were followed by All......................................................12 Chapter Three: The Original Cause of the Great Teaching.....................35 Chapter Four: The Causal Ground of Monk Dharmakara......................44 Chapter Five: Ceaseless Cultivation with Vigorous Devotion and Utmost Sincerity......................................................58 Dedication.........................................................................73 The Ten Recitation Method...............................................74 Glossary.............................................................................76 Dedication of Merit...........................................................85 Verse for Transferring Merit.............................................86 Places to contact:...............................................................87 Master Chin Kung photo...................................................88 2 Preface: Passages from the Commentary on The Infinite Life Sutra The full name of this sutra is The Buddha Speaks of the Infinite