DOCSLIB.ORG

Advent Devotional

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Advent Devotional 2019 Huguenot Road Baptist Church 10525 W. Huguenot Road N. Chesterfield, VA 23235 www.hrbcrichmond.org Advent at Huguenot Road Baptist Church Sunday, December 1- First Sunday of Advent - Hope 8:30 am the Awakening Worship 9:45 am Bible Study for all ages 11:00 am Traditional Worship Sunday, December 8 - Second Sunday of Advent - Love 8:30 am the Awakening Worship 9:45 am Bible Study for all ages 11:00 am Traditional Worship Sunday, December 15 - Third Sunday of Advent - Joy 8:30 am the Awakening Worship 9:45 am Bible Study for all ages 11:00 am Traditional Worship 6:00 pm A Celtic Nativity 7:15 pm Church-wide Christmas Reception Sunday, December 22- Fourth Sunday of Advent - Peace 8:30 am the Awakening Worship 9:45 am Bible Study for all ages 11:00 am Traditional Worship Tuesday, December 24 - Christmas Eve 3:00 pm Family Nativity Worship 5:30 pm the Awakening Contemporary Worship 11:00 pm Candlelight Communion Worship Sunday, December 29 10:00 am Christmastide Worship Advent, 2019 Advent, meaning “the coming,” is a time when we wait expectantly. Christians be- gan to celebrate it as a season during the fourth and fifth centuries. While Christmas is a celebration of the coming of the Christ child, what God has already done, Advent is a season of waiting, even longing, in expectation of the full coming of God’s reign on earth and for the return of Christ. Advent is as much about looking ahead, to what God will yet do, as it is about remembering. But this waiting is not a passive waiting. It is an active waiting. As any expectant mother knows, this waiting also involves preparation, exercise, nutrition, care, pray- er, work; and birth involves pain, blood, tears, joy, release, community. It is called labor for a reason. Likewise, we are in a world pregnant with hope, and we live in the expectation of the coming of God’s kingdom on earth. As we wait, we also work, cry, pray, ache; we are the midwives of another world. Advent is often marked with purple, signifying royalty; in earlier times, purple often marked the coming of a king or Caesar. (Often, members of the royal family were the only people allowed to wear it.) Many Christians celebrate Advent by lighting a purple candle for three of the four weeks leading up to Christmas. A pink candle, signifying joy, is lit on the third week of advent. A white candle, the Christ candle, is lit on Christmas Eve. Today, the season between Thanksgiving and Christmas that many of us recognize as Advent is the biggest frenzy of retail spending. More than half of it, hundreds of billions of dollars a year, is spent as we celebrate the birth of the homeless Son of God in that stinky manger. (And he got only three presents. One of them was myrrh. What baby wants myrrh?) Hundreds of Christian congregations are now re- thinking the Advent season as a time for compassion rather than consumption. This Advent devotion guide, written by our own congregants, is designed to help you reflect on God’s work through the gift of a messiah, a savior – Jesus. These devo- tions will encourage us to remember that together, we are God’s body, called to be a light in the darkness for our community in RVA. May we prepare to celebrate what God has done in the manger long ago and what God continues to do each day in homes, offices, schools, and public places all over the world. God is with us – Emanuel! A Family Christmas Activity – Create an Advent Wreath The advent wreath most likely has its origins in Germany and northern Europe as one of many symbols of light used by Christians in the Middle Ages to celebrate the Christmas season. It may go back to even earlier times. The candles symbolically were placed in a circular evergreen wreath, which represented not only victory and glory, but also the eternity of God and everlasting life. Tradition evolved so that on each Sunday of Advent the candles are lit to proclaim the coming of the Christ Child, the Light of the World. It is customary to say a prayer and sing a hymn with the light- ing of the candles. Additionally, some families will extinguish all other lights in the home to allow only the glow of the candles to permeate the room as they reflect on the upcoming joyous celebration. Materials Needed: 3 purple candles, 1 pink candle (you can also use battery operated lights and wrap them purple and pink construction paper) One white candle A Styrofoam holder or ring A base for the wreath (perhaps a plate or tray) Greenery to decorate (artificial or fresh). You can use holly, fern, cedar, pine nee- dles and pinecones, or any other evergreens that are available. Place the three purple candles and pink candle in a circle in the Styrofoam holder or another type of candleholder on the base being used. Place the white candle in the center. Arrange the greenery around the bottom of the candles in a way that is pleasing to the eye. On the first Sunday of Advent, light the first purple candle, the Candle of Hope, in celebration of the coming of our King. Some scripture to read with the candle of hope include: Jeremiah 33:14-16; Psalm 25: 1-10; 1 Thessalonians 3:9-13; and Luke 21:25-26. Sing the first verse of “O Come, O Come, Emmanuel.” Pray a prayer of hope. Thanking God for sending his son, Jesus, who brought the world out of darkness into light. When you have finished, carefully blow out the candle. The remainder of the candles will be lit on consecutive Sundays. On the second Sunday of Advent, light the first candle and a second purple candle, the Candle of Love, as we think about the love God shows us through his son. Some scripture to read with the candle of love include: Malachi 3:1-4; Luke 1:68-79; Philippians 1:3-11; and Luke 3:1-6. Sing the first and second verses of “O Come, O Come, Emmanuel.” Pray a pray of preparation, asking that God may pre- pare our hearts to receive God’s love and to share it with others. On the third Sunday of Advent, light the previous two purple candles and then light a third candle, the pink Candle of Joy. Some scripture to read with the candle of joy include: Zephaniah 3:14-20; Isaiah 12:2-6; Philippians 4:4-7; and Luke 3:7-18. Sing the first, second, and third verses of “O Come, O Come, Emmanuel.” As you celebrate with joy, pray a prayer of thanksgiving to God, for a love so great to per- sonally draw us to him, to become God’s children, and to offer eternal life in heaven. On the fourth Sunday of Advent, light all the previous candles and the last pur- ple candle, the Candle of Peace. Some scriptures to read with the candle of peace include: Micah 5:2-5a; Psalm 80:1-7; Luke 1:47-55; Hebrews 10:5-10; and Luke 1:39 -45. Sing all four verses of “O Come, O Come, Emmanuel.” Pray that God’s peace would envelop and guide you during this season and all year long. On Christmas Eve or Christmas morning begin your celebration by lighting all four candles and finally the white candle in the center, the Christ Candle. Some scripture to read with the Christ Candle include: Isaiah 9:2-7; Psalm 96; and Luke 2:1-14. Sing your favorite Christmas Carols, especially those that recount Jesus’ birth. Take time to begin the day by thanking God for his unending love, and for “becoming flesh and living among us” (John 1:14). Adapted from The Christmas Countdown; Creating 25 Days of New Advent Tradi- tions for Families by Margie J. Harding. Paraclette Press, Brewster, Massachusetts, 2010. First Week of Advent Candle of Hope Sunday, December 1, 2019 Candle of Hope Hope If you are a dog owner you have probably seen the physical expression of hopeful anticipation. Whether they are at the door and you see them in the window as you’re coming home or you’re holding their favorite toy overhead, they sit there panting, maybe whining a bit, but their tail is wagging violently and their entire body seems to be trembling. Have you ever wanted something so bad you were shaking with anticipation over it? Maybe it was a dream job or acceptance into a special school program. Maybe it was just the excitement of friends or family coming over after you have been apart for a long time. This desire or longing to have or be with is hope. The first week of advent brings us into a season of hoping for the long awaited birth of the Christ child. Not only do we reflect on the hope of the coming Christ into the world as an infant, but we live today with the hope of Christ’s second coming to restore all of creation. We have this hope be- cause God has a hope, too. God’s expressed hope is that all of creation, you and me, would turn towards our Creator and know. Know that we are loved and set aside as heirs of creation. God’s hope for humanity to be in relationship with God is so strong, that God acted.
Load more

Recommended publications
  • Educating for Peace and Justice: Religious Dimensions, Grades 7-12
    DOCUMENT RESUME ED 392 723 SO 026 048 AUTHOR McGinnis, James TITLE Educating for Peace and Justice: Religious Dimensions, Grades 7-12. 8th Edition. INSTITUTION Institute for Peace and Justice, St. Louis, MO. PUB DATE 93 NOTE 198p. AVAILABLE FROM Institute for Peace and Justice, 4144 Lindell Boulevard, Suite 124, St. Louis, MO 63108. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Conflict Resolution; Critical Thinking; Cross Cultural Studies; *Global Education; International Cooperation; *Justice; *Multicultural Education; *Peace; *Religion; Religion Studies; Religious Education; Secondary Education; Social Discrimination; Social Problems; Social Studies; World Problems ABSTRACT This manual examines peace and justice themes with an interfaith focus. Each unit begins with an overview of the unit, the teaching procedure suggested for the unit and helpful resources noted. The volume contains the following units:(1) "Of Dreams and Vision";(2) "The Prophets: Bearers of the Vision";(3) "Faith and Culture Contrasts";(4) "Making the Connections: Social Analysis, Social Sin, and Social Change";(5) "Reconciliation: Turning Enemies and Strangers into Friends";(6) "Interracial Reconciliation"; (7) "Interreligious Reconciliation";(8) "International Reconciliation"; (9) "Conscientious Decision-Making about War and Peace Issues"; (10) "Solidarity with the Poor"; and (11) "Reconciliation with the Earth." Seven appendices conclude the document. (EH) * Reproductions supplied by EDRS are
    [Show full text]
  • The Great Tree of Peace
    The Great Tree of Peace Basic Level Teachings Unit 3 Teacher’s Manual GREAT TREE OF PEACE – Teacher’s Manual 1 © Ontario Native Literacy Coalition [2010] Teaching Package: Basic Level Teachings Unit 3 - The Great Tree of Peace Teachings Index Page No. 1. Unit Description 4 2. Unit Planning Notes 4 3. Overall Expectations 5 4. Language (Communications) Being Addressed 5 5. Prior Knowledge and Skills Required 5 6. Teaching/Learning Strategies 5 7. Lesson Activities 6 8. Culminating Activity 6 9. Time Required for Lesson Activities 6 10. Assessment 6 11. Evaluation 6 12. The Rubric for use with the Culminating Activity 6 13. Accommodations/Adaptations 7 14. Summary of Lesson Activities and Time Sequence 7 15. Resources for the Unit 8 16. Lesson 1: Symbols 10 Student Resource #1: United States Mint Announcement 12 Student Resource #2: Picture Fact Card – Symbols 13 Instructor Resource: Symbols 14 17. Lesson 2: Iroquois Confederacy 16 Student Resource #1: Organization of the Six Nations Confederacy 18 Student Resource #2: Window Pane Fact Sheet 19 Student Resource #3: Venn Diagram: Iroquois Confederacy 20 18. Lesson 3: The Great Law of Peace 22 Student Resource #1: from The Iroquois Constitution 24 Student Resource #2: Making Peace and The Great Tree of Peace 25 19. Lesson 4: Message of Peace 26 Student Resource #1: The Three Principles of the Great Law 28 Student Resource #2: The Writing Web 29 Student Resource #3: Paragraph Essay Organizer 30 Student Resource #4: Essay Writing Evaluation 31 Appendix Appendix A: Researching – Important Elements of the Research Process 32 Appendix B: Learning Skills Tracking Sheet 33 Appendix C: Group Work Self-Assessment 34 Appendix D: Teaching the Activities in this Unit and Glossary of Teaching 35 and Learning Strategies GREAT TREE OF PEACE – Teacher’s Manual 2 GREAT TREE OF PEACE – Teacher’s Manual 3 Unit 3 - The Great Tree of Peace Teachings Unit Description: In this unit students will be introduced to the Great Tree of Peace and examine how it functions as a teaching/learning tool.
    [Show full text]
  • IN the St. Luke's Gospel, Jesus' Life History Begins with a Proclama
    J/Orient/03 03.10.10 10:55 AM ページ 177 Peace Here and Now: Impulses for a New Peace Awareness Eugen Biser N the St. Luke’s Gospel, Jesus’ life history begins with a proclama- Ition of peace: The angels sing: “Peace is now on Earth,” during the birth of Christ. Upon his advent in Jerusalem, the enthusiastic assembly calls: “In heaven is peace, and glory in the heights.” The peace, which descended to Earth on Christmas, withdrew back to the place of peace- ful origin after the rejection of God’s son; one could also say evaporated to a utopia. Today’s situation looks exactly the same. After the emergence of lib- eralization, which sealed the East-West conflict and, with the fall of the Iron Curtain, which released millions into freedom, world peace seemed to come into reach as never before. After the European peoples, who delivered bloody religious, annexation, and extermination wars also made the determination to establish a mutual House of Europe, a citadel of peace arose exactly in the center of a region that was the scene of the worst wars, from which it could be expected that it would illuminate the whole conflict-torn world. However, this hope of peace of this so unhap- pily receding century suffered a serious setback through the American reaction to the terror attack of Sept. 11, from which it will only recover through the steadfast stance of the entire power of heart and mind. Most importantly, the contemplation of the question of what peace really is belongs to that.
    [Show full text]
  • The Challenge of Peace: God's Promise and Our Response -- Part 1
    The Challenge of Peace: God's Promise and Our Response -- Part 1 U.S. Bishops, 1983 Introduction 1. "The whole human race faces a moment of supreme crisis in its advance toward maturity." Thus the Second Vatican Council opened its treatment of modern warfare.[1] Since the council, the dynamic of the nuclear arms race has intensified. Apprehension about nuclear war is almost tangible and visible today. As Pope John Paul II said in his message to the United Nations concerning disarmament: "Currently, the fear and preoccupation of so many groups in various parts of the world reveals that people are more frightened about what would happen if irresponsible parties unleash some nuclear war."[2] 2. As bishops and pastors ministering in one of the major nuclear nations, we have encountered this terror in the minds and hearts of our people - indeed, we share it. We write this letter because we agree that the world is at a moment of crisis, the effects of which are evident in people's lives. It is not our intent to play on fears, however, but to speak words of hope and encouragement in time of fear. Faith does not insulate us from the challenges of life; rather, it intensifies our desire to help solve them precisely in light of the good news which has come to us in the person of Jesus, the Lord of history. From the resources of our faith, we wish to provide hope and strength to all who seek a world free of the nuclear threat. Hope sustains one's capacity to live with danger without being overwhelmed by it; hope is the will to struggle against obstacles even when they appear insuperable.
    [Show full text]
  • The University of Chicago Conceptualized Peace: a Study of Colombian Adolescents' Meaning Making and Civic Development
    THE UNIVERSITY OF CHICAGO CONCEPTUALIZED PEACE: A STUDY OF COLOMBIAN ADOLESCENTS’ MEANING MAKING AND CIVIC DEVELOPMENT A DISSERTATION SUBMITTED TO THE FACULTY OF THE DIVISION OF THE SOCIAL SCIENCES IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF COMPARATIVE HUMAN DEVELOPMENT BY GABRIEL MATEO VELEZ CHICAGO, ILLINOIS JUNE 2019 Table of Contents Acknowledgments iii List of Tables v List of Figures vi Introduction 1 Chapter 1: Conceptualized Peace: Adolescent Development, Civic Identity, and the Colombian Context 15 Chapter 2: Contextualizing Meaning Making of Peace Through Discourses, Interviews, and Questionnaires 52 Chapter 3: Government Discourses and Adolescent Voices about Peace and Youth in Colombia 74 Chapter 4: From the Individual Outward: Triangulating Conceptualized Peace as a Framework for Colombia and Beyond 130 Appendix A: List of Discourse Sources 179 Appendix B: Interview Protocol 183 References 185 ii Acknowledgements First and foremost, I would like to thank my wonderful wife, Catherine Curley, and the newest member of our family, Ian. This process–with its challenges, successes, and journey of self- reflection–would not have been possible without Catherine’s support, and I feel incredibly blessed to share in its ending with Ian. It has been said about raising children that it takes a village, and as I learn this lesson as a new father, I recognize a project as extensive as a dissertation also takes a wide range of close support. To this end, I would like to thank my mother for always expressing her pride in me, my brother, and the entire Curley clan. I am deeply indebted to Dr.
    [Show full text]
  • The Distinction of Peace: a Social Analysis of Peacebuilding Catherine Goetze the Distinction of Peace
    0/-*/&4637&: *ODPMMBCPSBUJPOXJUI6OHMVFJU XFIBWFTFUVQBTVSWFZ POMZUFORVFTUJPOT UP MFBSONPSFBCPVUIPXPQFOBDDFTTFCPPLTBSFEJTDPWFSFEBOEVTFE 8FSFBMMZWBMVFZPVSQBSUJDJQBUJPOQMFBTFUBLFQBSU $-*$,)&3& "OFMFDUSPOJDWFSTJPOPGUIJTCPPLJTGSFFMZBWBJMBCMF UIBOLTUP UIFTVQQPSUPGMJCSBSJFTXPSLJOHXJUI,OPXMFEHF6OMBUDIFE ,6JTBDPMMBCPSBUJWFJOJUJBUJWFEFTJHOFEUPNBLFIJHIRVBMJUZ CPPLT0QFO"DDFTTGPSUIFQVCMJDHPPE The Distinction of Peace “Peacebuilding” serves as a catch- all term to describe efforts by an array of international organizations, nongovernmental organizations, and even agencies of foreign states to restore or construct a peaceful society in the wake—or even in the midst— of conflict. Despite this variety, practitioners consider themselves members of a global profession. In this study, Cath- erine Goetze investigates the genesis of peacebuilding as a pro- fessional field of expertise since the 1960s, its increasing influ- ence, and the ways in which it reflects global power structures. Step- by- step, Goetze describes how the peacebuilding field came into being, how it defines who belongs to it and who does not, and what kind of group culture it has generated. Using an innovative and original methodology, she investigates the motivations of individuals who become peacebuilders, their professional trajectories and networks, and the “good peace- builder” as an ideal. For many, working in peacebuilding in various ways— as an aid worker on the ground, as a lawyer at the United Nations, or as an academic in a think tank—has become not merely a livelihood but also a form of participa- tion in world politics. As a field, peacebuilding has developed its techniques for incorporating and training new members, yet its internal politics also create the conditions of exclusion that often result in practical failures of the peacebuilding enterprise. By providing a critical account of the social mechanisms that make up the peacebuilding field, Goetze offers deep insights into the workings of Western domination and global inequalities.
    [Show full text]
  • Rutgershumanist
    Issue 6 | Spring/Summer 2017 Inside Out, Building sustainable From the territorial peace Bottom Up in Colombia RutgersA MagazineHumanist of Transnational Connections Special Edition: The Voices of Peace in Colombia Contributors TABLE OF CONTENTS This magazine is published by the Center for the Study of research and community engagement interests include new Genocide and Human Rights. literacies studies, critical pedagogy, historical textbook analysis, educational reform, global education, the role of technology The Humanist Special Edition Editor: in educational access, genocide, human rights and peace education. Her interest in the role of technology, education and Special Edition Editor: Daniel Fernández Fuentes language/culture in promoting human rights and social reform Rotary Peace Fellow Class XIII has led her to work on training, advocacy and development International Christian University Tokyo, Japan projects with organizations in countries around the world, including the Ministries of Education in Mexico and Colombia, Faculty Editor and Advisor: Nela Navarro the Documentation Center of Cambodia, and the Open Society Center for the Study of Genocide and Human Rights and Institute, Thailand. English Department- Rutgers University, USA Nilson Antonio Liz Marín Daniel Fernández: President of the Cauca region section of the Committee of the has directed National Association of Farmers of Colombia ANUC. and coordinated multidisciplinary Nelson Lemus teams that have Leader of the Association of Indigenous Councils of Northern developed social Cauca, Colombia (ACIN). media projects exploring the nature Luis Angulo of social conflicts Representative of the afro-colombian Association of Community since 2003, www. Councils of Northern Cauca (ACONC). lagartofernandez. info. He has Todd Howland sensed the realities Representative in Colombia of the United Nations High of international Commissioner for Human Rights.
    [Show full text]
  • We Hrd Dr Davis Tell Us of the Unique Nature of Matt's Gospel, but I Would
    12-14-75. Matt & Messiah. We come now to the 3d surlday in Advent and the 2d in our qr's series in the study of Matt. ~-ii4;.~ we hrd Dr Davis tell us of the unique nature of Matt's gospel, but I would like to make an introd+ic+jon ~ We have in Matt the most wmdely-read gos~pl in the earl Church, the acct which had the greatest infl in determining men's ideas of Xr. I'm sure you all :(now that the earliest Xr documents that were widely available were the ltrs of Paul explaining the meaning of the Xr event, and that it was another decade before the biogrs, the stories of the Er event itself became available. Mark's was first, and Matt used his gosppl as a primary sourse. Matt's gosnel itself is built like a medieval cathedral, and the author himself has been called the architect among the gospel writers. His work is like a massive building representing the work of a long period of time and many workers, but so well harmonized and unified and shaped that it gives the impression of a living whole. And within the building, so diverse were the people who felt the appeal of J, and so sharp the eye of the writer, that we find ma~y different kinds of personalities, all sorts and conditions of the human race--shepherds, magi from the east, centur• ions in the Roman army, fishermen, tax collectors, farmers, vinedressers, blind beggars, generaus women, scribes and Pharisees, priests & levites, young children and very old people.
    [Show full text]
  • My Childhood I Am a Young Somali Girl Who Face Hardest Moment in Life
    My Childhood I am a young Somali girl who face hardest moment in life. I am 18 years old. I was born in Somalia where honor was basic need in our everyday life. I am a simple person who hides a thousands feelings behind the happiness. My life in my country was so hard because of so many reasons. My parents make a decision to give me to someone when I was five years old. My mother, she didn't raise me up as childhood. My family was poor and live in the countryside. But the person I was given to was living in the city. Always life in the countryside is hard because people in countryside they don't stay one place like the city people. They move from place to place. They came to the cities once in a month for their normal shopping. Their work is to look after their goats, sheep, cows, camels and donkeys but they don't take wool from their sheep like others. Our houses are temporary - made of a mat of grasses so that we can take the mats when we are moving to an other place. We also use the camels to carry our family possessions. Donkeys are also a valuable animal in Somalai and we use them to carry water from the well or rivers when they are far from the living place. Sometimes we have to go far - some kilometres for water so we use the donkeys. The food we eat at the countryside is maize rice - always with milk.
    [Show full text]
  • Building a Culture of Peace for Present and Future Generations, Many Things Come Into Play
    BUILDING A CULTURE OF PEACE FOR THE PRESENT AND FUTURE GENERATIONS PEACE DAY ESSAYS, POEMS AND EXCERPTS ON WORLD PEACE AND SECURITY IN COMMEMORATION OF THE INTERNATIONAL DAY OF PEACE AND THE INTERNATIONAL DECADE FOR A CULTURE OF PEACE AND NON-VIOLENCE FOR THE CHILDREN OF THE WORLD PRELUDE Culture of Peace: what is it? As defined by the United Nations, the Culture of Peace is a set of values, attitudes, modes of behaviour and ways of life that reject violence and prevent by tackling the root causes to solve problems through dialogue and negotiation among individuals, groups and nations (UN Resolutions A/RES/52/13: Culture of Peace and A/RES/53/243, Declaration and Programme of Action on a Culture of Peace). For peace and non-violence to prevail, we need to: á Foster a culture of peace through education by revising the educational curricula to promote qualitative values, attitudes and behaviours of a culture of peace, including peaceful conflict-resolution, dialogue, consensus-building and active non-violence. Such an educational approach should also be geared to: á Promote sustainable economic and social development by reducing economic and social inequalities, by eradicating poverty and by assuring sustainable food security, social justice, durable solutions to debt problems, empowerment of women, special measures for groups with special needs, environmental sustainability…. á Protect respect for all human rights human rights and a culture of peace are complementary: whenever war and violence dominate, there is no possibility to ensure human rights; at the same time, without human rights, in all their dimensions, there can be no culture of peace….
    [Show full text]
  • The American Legion 64Th National Convention: Official Program And
    » welcomes mefican Legion The water tower decanter, an exact replica of the famous old Chicago landmark, will be a lasting memento of your 1982 American Legion Convention in the "Windy City.” A permanent and inspiring reminder of good fellowship, this one-of-a-kind collector decanter is made of genuine Heritage China with 24 kt. gold leaf. When the convention has ended, the molds will be destroyed and your decanter will become a true collector's item. These unique limited edition decanters are filled with 750 M L Ezra Brooks Bourbon, Kentucky's only real sippin' whiskey. Remember your visit to Chicago and your 64th Annual Convention with this attractive commemorative decanter of Ezra Brooks Kentucky Straight Bourbon Whiskey, the " real" sippin’ whiskey. mmI®. 90 RARK 01.1 -GENUINE SWR MASH* Kentucky Straight Bourbon Whiskey, 80 Proof, a product of Ezra Brooks Distilling Co., Owensboro, Kentucky. FOR GOD AND COUNTRY THE AMERICAN LEGION 64th WE ASSOCIATE OURSELVES TOGETHER National Convention EOR THE FOLLOWING PURPOSES To uphold and defend the Constitution of the United States of America; to maintain law and order; to foster and perpetuate a one hundred percent Americanism; to preserve the memories and incidents of our associations in the Great Wars; to SONS OF THE AMERICAN LEGION inculcate a sense individual obligation to the community, state and nation; of 11th National Convention to combat the autocracy of both the classes and the masses; to make right the master of might; to promote peace and good will on earth; to safeguard and transmit to posterity the principles of justice, freedom and democracy; to consecrate and sanctify our comradeship by our devotion to niutual AMERICAN LEGION AUXILIARY 62nd helpfulness.
    [Show full text]
  • Arby's Restaurant
    NET LEASE INVESTMENT OFFERING ARBY’S RESTAURANT (Corporate) 3710 Easton Nazareth Highway Easton, PA 18045 TABLE OF CONTENTS TABLE OF CONTENTS I. Executive Profile II. Location Overview III. Market & Tenant Overview Executive Summary Photographs Demographic Report Investment Highlights Aerial Market Overview Property Overview Site Plans Tenant Overview Map NET LEASE INVESTMENT OFFERING DISCLAIMER STATEMENT DISCLAIMER The information contained in the following Offering Memorandum is proprietary and strictly confidential. STATEMENT: It is intended to be reviewed only by the party receiving it from The Boulder Group and should not be made available to any other person or entity without the written consent of The Boulder Group. This Offering Memorandum has been prepared to provide summary, unverified information to prospective purchasers, and to establish only a preliminary level of interest in the subject property. The information contained herein is not a substitute for a thorough due diligence investigation. The Boulder Group has not made any investigation, and makes no warranty or representation. The information contained in this Offering Memorandum has been obtained from sources we believe to be reliable; however, The Boulder Group has not verified, and will not verify, any of the information contained herein, nor has The Boulder Group conducted any investigation regarding these matters and makes no warranty or representation whatsoever regarding the accuracy or completeness of the information provided. All potential buyers must take appropriate measures to verify all of the information set forth herein. NET LEASE INVESTMENT OFFERING EXECUTIVE SUMMARY EXECUTIVE The Boulder Group is pleased to exclusively market for sale a single tenant net leased Arby’s Restaurant property SUMMARY: located in Easton, Pennsylvania.
    [Show full text]