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Year 6 - PACK 1 - Week 4 – Week Beginning 22.06.2020
Year 6 - PACK 1 - Week 4 – Week Beginning 22.06.2020 Monday Reading – ‘Percy Jackson and the Greek Gods’ – Rick Riordan Writing – Instructional Writing Maths – Converting Fractions to Percentages Thematic – Transition – My Positivity Profile Tuesday Reading – ‘Percy Jackson and the Greek Gods’ – Rick Riordan Writing – Poetry – imperative verbs Maths – Equivalent Fractions, Decimals and Percentages Science – Animals including humans – Session 4 – The Digestive System Wednesday Reading – ‘Percy Jackson and the Greek Gods’ – Rick Riordan Writing – Instructional Writing – Colons and semi-colons Maths – Ordering Fractions, Decimals and Percentages PE – PE – Circuit Exercises for Healthy Hearts Thursday Reading – ‘Percy Jackson and the Greek Gods’ – Rick Riordan Writing – Recipe Drafting Maths – Percentages of Amounts RE - RE – The Sikh Festival of Vaisakhi Friday Reading – ‘Percy Jackson and the Greek Gods’ – Rick Riordan Writing – Recipe Editing Maths – Fractions, decimals and percentages assessment Music - Music – Virtual Percussion and Notation This timetable is flexible. Some days will be more productive than others. We ask that you do the core subjects (reading, writing, maths) daily, and then balance the foundation subjects as suits you. You may find that doing all of the days work in one go works best (remember to take a short break, though) or splitting it into morning and afternoon suits you better. If you are unable to complete everything then do not worry. Do your best and that will be good enough. Remember the assembly on routines – try to start at the same time every day, in a quiet place if possible. Have a clear plan for the day. There will be some QR codes (barcodes) that you will be able to scan. -
Changing the World Through Social Entrepreneurship: Apply Now!
Changing the world through social entrepreneurship: apply now! Do you have a world-changing idea? Apply with your business case for your chance to win a spot at the WE Social Incubation Hub! We believe that young people have the power to change the world—and the WE Social Entrepreneurship Program provides the tools to make that happen. This 12-part program at the WE Global Learning Center in Toronto empowers young social entrepreneurs like you to develop and launch your own social enterprise, giving you access to helpful resources, mentorship and connections with like-minded individuals. Whether it’s starting a non-profit or mobilizing your friends to contribute to social justice, this program helps you take the next steps to making your world-changing idea a reality. Apply today by answering Program details these questions: The WE Social Entrepreneurship Program is run by trained WE staff, including experienced educators and leadership facilitators. The • What kind of social impact do you want to create? program features sessions run by industry experts in leadership, • How will it affect the people in your community? business and social entrepreneurship. • What is your social project, product or innovation? The program is a 12-part learning experience for youth aged 14 to 19, • How will your project remain sustainable? taking place at the WE Global Learning Center. The winning finalists will have the opportunity to participate in this transformative program • What aspect of your project would you like support for? and become an expert on the issue they feel passionate about. Apply now! Apply online today with your business case here. -
Hinduism and Social Work
5 Hinduism and Social Work *Manju Kumar Introduction Hinduism, one of the oldest living religions, with a history stretching from around the second millennium B.C. to the present, is India’s indigenous religious and cultural system. It encompasses a broad spectrum of philosophies ranging from pluralistic theism to absolute monism. Hinduism is not a homogeneous, organized system. It has no founder and no single code of beliefs; it has no central headquarters; it never had any religious organisation that wielded temporal power over its followers. Hinduism does not have a single scripture as the source of its various teachings. It is diverse; no single doctrine (or set of beliefs) can represent its numerous traditions. Nonetheless, the various schools share several basic concepts, which help us to understand how most Hindus see and respond to the world. Ekam Satya Viprah Bahuda Vadanti — “Truth is one; people call it by many names” (Rigveda I 164.46). From fetishism, through polytheism and pantheism to the highest and the noblest concept of Deity and Man in Hinduism the whole gamut of human thought and belief is to be found. Hindu religious life might take the form of devotion to God or gods, the duties of family life, or concentrated meditation. Given all this diversity, it is important to take care when generalizing about “Hinduism” or “Hindu beliefs.” For every class of * Ms. Manju Kumar, Dr. B.R. Ambedkar College, Delhi University, Delhi. 140 Origin and Development of Social Work in India worshiper and thinker Hinduism makes a provision; herein lies also its great power of assimilation and absorption of schools of philosophy and communities of people, (Theosophy, 1931). -
Year 4 - PACK 1 - Week 6 – Week Beginning 08.02.2021
Year 4 - PACK 1 - Week 6 – Week Beginning 08.02.2021 Monday Reading – ‘The Romans’ Writing – Inverted commas in direct speech Handwriting Practice Maths – The 7 Times Table and Division Facts Thematic – How did the Romans conquer Britain? Tuesday Reading – ‘The Romans’ Writing – Apostrophes for contractions Spelling Practice Maths – 11- and 12-times table Science – How do we construct a food chain? Wednesday Reading – ‘The Romans’ Writing – Apostrophes for possession Handwriting Practice Maths – Multiplying 3 numbers PE - PE With Joe / 10 Minute Shake Up Disney Games Computing - Learn to Code with Harry Potter Thursday Reading – ‘The Romans’ Writing – Using parenthesis to add extra information Spelling Practice Maths – Finding Factor Pairs PSHE - Being Kind to yourself and taking time to be calm RE - The Sikh Festival of Vaisakhi Friday Reading – ‘The Romans’ Writing – Editing practice Handwriting Practice Maths – Multiplication and division assessment Spanish - Greetings This timetable is flexible. Some days will be more productive than others. We ask that you do the core subjects (reading, writing, maths) daily, and then balance the foundation subjects as suits you. You may find that doing all of the days work in one go works best (remember to take a short break, though) or splitting it into morning and afternoon suits you better. If you are unable to complete everything then do not worry. Do your best and that will be good enough. Remember the assembly on routines – try to start at the same time every day, in a quiet place if possible. Have a clear plan for the day. There will be some QR codes (barcodes) that you will be able to scan. -
Understanding the Contribution of Satya Shodhaak Samaj and Neo- Buddhism for Social Awakening
IMPACT: International Journal of Research in Humanities, Arts and Literature (IMPACT: IJRHAL) ISSN (P): 2347–4564; ISSN (E): 2321–8878 Vol. 8, Issue 6, Jun 2020, 53–60 © Impact Journals UNDERSTANDING THE CONTRIBUTION OF SATYA SHODHAAK SAMAJ AND NEO- BUDDHISM FOR SOCIAL AWAKENING Prashant V. Ransure & Pankajkumar Shankar Premsagar Assistant Professor, Department of History, Maratha Vidya Prasarak Samaj's Arts Science and Commerce College Ozar MIG, Maharashtra, India Associate Professor, Department of History, Smt. G. G. Khadse College, Muktainagar, India Received: 10 Jun 2020 Accepted: 16 Jun 2020 Published: 27 Jun 2020 ABSTRACT Indian Civilization is the conglomeration of various ethnic traditions; Years of amalgamation and change have led Indian civilization to have, diversity of culture religion, language, and caste groups. Indian Civilization is the conglomeration of various ethnic traditions; Years of amalgamation and change have led Indian civilization to have diversity of culture religion, language, and caste groups.1 The social reform movements, tried for the emancipation of these low caste people, before coming of these social reformers, many of the low caste people had chosen to come out from the caste system is by getting religious conversion, getting converted either to Christianity or to Islam, prior to these social reformers the saints like Kabir, Ravidas, Namdev, like wise and many other fought for the abolition of the caste system and emancipate the low caste from the social bondages.2 The other way for the untouchables was to get converted to either Islam or to Christianity, this was to get rid of the bondages of the humiliations of the caste system, but the conversion was not confined to the weaker sections, but in the medieval period too many people got converted to Islam or Christianity either by force or by their will. -
Simran Cuts the Simran PHOTOCREDITS Front Cover, Pp
The Voice of the Saints January 1989 I Simran Cuts the Simran PHOTOCREDITS Front cover, pp. 17, 25, Jonas Gerard; p. 2, back cover, Charlie Boynton. The quote on the back cover is from Sant Ji's question and answer session which begins on page 26. SANTBANI volume thirteen number seven The Voice of the Saints January 1989 FROM THE MASTERS The Pain of Separation 3 Sant Ajaib Singh Ji January 11, 1987 Sant Ji's Message for Christmas 16 Sant Ajaib Singh Ji and the New Year How to Develop the Attributes 18 Sant Kirpal Singh Ji of the Master from Morning Talks Simran Cuts the Simran 26 Sant Ajaib Singh Ji April 3, 198.5 OTHER FEATURES We Are Immensely Lucky Souls 12 Silvia Gelbard a personal experience SANT BANIIThe Voice of the Saints is published periodically by Sant Bani Ashram, Inc., Sanbornton, N.H., U.S.A., for the purpose of disseminating the teachings of the living Master, Sant Ajaib Singh Ji, of His Master, Param Sant Kirpal Singh Ji, and of the Masters who preceded them. Editor: Richard Shannon, with kind assistance from: Edythe Grant, Rita Fahrkopf, and Susan Shannon. Annual subscription rate in U.S. $24.00 Individual issues $2.50. Back issues $2.50. Foreign and special mailing rates available on request. All checks and money orders should be made payable to Sant Bani Ashram, and all payments from outside the U.S. should be on an International Money Order or a check drawn on a New York bank (with a micro-encoded number). -
Why I Became a Hindu
Why I became a Hindu Parama Karuna Devi published by Jagannatha Vallabha Vedic Research Center Copyright © 2018 Parama Karuna Devi All rights reserved Title ID: 8916295 ISBN-13: 978-1724611147 ISBN-10: 1724611143 published by: Jagannatha Vallabha Vedic Research Center Website: www.jagannathavallabha.com Anyone wishing to submit questions, observations, objections or further information, useful in improving the contents of this book, is welcome to contact the author: E-mail: [email protected] phone: +91 (India) 94373 00906 Please note: direct contact data such as email and phone numbers may change due to events of force majeure, so please keep an eye on the updated information on the website. Table of contents Preface 7 My work 9 My experience 12 Why Hinduism is better 18 Fundamental teachings of Hinduism 21 A definition of Hinduism 29 The problem of castes 31 The importance of Bhakti 34 The need for a Guru 39 Can someone become a Hindu? 43 Historical examples 45 Hinduism in the world 52 Conversions in modern times 56 Individuals who embraced Hindu beliefs 61 Hindu revival 68 Dayananda Saraswati and Arya Samaj 73 Shraddhananda Swami 75 Sarla Bedi 75 Pandurang Shastri Athavale 75 Chattampi Swamikal 76 Narayana Guru 77 Navajyothi Sree Karunakara Guru 78 Swami Bhoomananda Tirtha 79 Ramakrishna Paramahamsa 79 Sarada Devi 80 Golap Ma 81 Rama Tirtha Swami 81 Niranjanananda Swami 81 Vireshwarananda Swami 82 Rudrananda Swami 82 Swahananda Swami 82 Narayanananda Swami 83 Vivekananda Swami and Ramakrishna Math 83 Sister Nivedita -
Simran Healing
AAA SSSpppiiirrriiitttuuuaaalll MMMiiinnnddd------BBBooodddyyy HHHeeeaaallliiinnnggg MMMeeettthhhoooddd ooofff UUUsssiiinnnggg PPPooowwweeerrr ooofff CCCooonnnsssccciiiooouuusssnnneeessssss tttooo HHHeeeaaalll AAAsss eeexxxppplllaaaiiinnneeeddd iiinnn SSSiiirrriii GGuuurrruuu GGGrrraaannnttthhh SSSaaahhhiiibbbjjjiii by GGGuuurrrmmmiiittt SSSiiinnnggghhh First Edition www.naamaukhad.blogspot.com © Author This book has been distributed free for personal use. No part of this book is to be printed for sale or distribution. 1 TTTaaabbbllleee ooofff CCCooonnnttteeennntttsss Introduction 1. Origin of Simran Healing 2. The disease – why me? 3. Healing the Mind, Heals the Body 4. Understanding 1: We are Jyot Swaroop (divine nature) 5. Understanding 2: The World is a creation of consciousness. (Oneness) 6. Understanding 3: The nature of the created World is a mind pattern. 7. Understanding 4: As are your thoughts so is your state of mind and accordingly are events/circumstances in your life. 8. SIMRAN METHOD 9. Naam 10. Simran Healing Method 2 IIINNNTTTRRROOODDDUUUCCCTTTIIIOOONNN We choose our own healing path. Many choose the prevailing medical system and handover responsibility to heal their physical body to others. Some know that they are more than just a physical body to be treated in parts through mechanical and chemical means. These people refuse to remain on medication for rest of their lives. They also refuse to accept removal of “offending” organ. These people are the one who take to other healing methods collectively termed as Alternative Medical Systems. Some go even further and empower themselves to self-heal. Simran healing is spiritual path to such an empowerment. Simran healing is a method which places your conscious awareness at a level that empowers you to direct the creative power of consciousness to self-heal. -
Download Registration Number for Offline
To download the Admit Card please enter your Registration Number and Date of Birth in the format (yyyy-mm-dd). Registration Number Name of Candidate Course1 Course2 Father Name CUJET/2012/000001 JAI SHREE BHARDWAJ M.Tech. Nano Technology M.Tech. Energy Engineering KUMAR SUNDRAM BHARDWAJ CUJET/2012/000002 DHRAMENDAR KUMAR M.B.A. M.A. International Relations Harinath CUJET/2012/000003 KAJOL M.Tech. Nano Technology M.Tech. Energy Engineering SUMAN KUMAR VERMA CUJET/2012/000004 Ashutosh Kumar M.Tech. Energy Engineering M.Tech. Water Engineering & Management Madan Murari Pandey CUJET/2012/000005 RAVI VIKASH TIRKEY M.B.A. M.A. Mass Communication LEO ABHAY TIRKEY CUJET/2012/000006 Ms. SAYANTANI MANDAL M.Sc. Environmental Science Mr. NISITH RANJAN MANDAL CUJET/2012/000012 Mr OMKAR SHARAN MISHRA M.B.A. M.A. International Relations Mr KAMAL KUMAR MISHRA Mr ABHIRAM SHARAN CUJET/2012/000013 MISHRA M.Tech. Energy Engineering M.Sc. Applied Chemistry Mr KAMAL KUMAR MISHRA CUJET/2012/000014 Samatha Tejavath M.Sc. Applied Mathematics M.Tech. Nano Technology Nageswara Rao Tejavath CUJET/2012/000015 ASHUTOSH GUPTA M.Tech. Energy Engineering M.Tech. Water Engineering & Management A K GUPTA CUJET/2012/000017 Shahid Hussain Rahmatullah CUJET/2012/000019 RAJIV RANJAN M.B.A. M.A. Mass Communication SURYADEO SINGH CUJET/2012/000020 Amit Kumar M.B.A. M.A. Mass Communication Rahul Kumar CUJET/2012/000021 arman khan M.Tech. Nano Technology M.Tech. Water Engineering & Management arif khan CUJET/2012/000023 AMIT ANAND M.B.A. M.Tech. Nano Technology VEER PRASAD MAHTO CUJET/2012/000024 MOHIT MAYOOR M.Tech. -
An Assessment of Jotirao Phule's Approach to Hindu Social Reform
CONFRONTING CASTE AND BRAHMANISM: AN ASSESSMENT OF JOTIRAO PHULE’S APPROACH TO HINDU SOCIAL REFORM S.K. Chahal Abstract This paper examines the approach of Jotirao Govindrao Phule (1827- 1890), the foremost social reformer and thinker as well as one of the nation-builders of modern India, with regard to the issue of Hindu social reform in India. A radical social reformer of 19th-century Maharashtra, Phule visualized Hindu society free from all social inequalities based on caste, class and gender. He showed extreme concern for the suppressed and the marginalized sections of Hindu society, and started a crusade against the orthodoxy and the “slavery” it imposed upon the downtrodden sections of Hindu community for centuries. The paper is based on the proposition that Phule’s framework of Hindu social reform was radical and his movement was a sort of Hindu reformation movement. His approach to Hindu social reform appears to be altogether different from that of the “revivalist” reformers of 19th century who represented the so-called mainstream tradition of Hindu social reform in modern India. Phule came out with his own idea of the religion, i.e. Sarvajanik Satya Dharma (Universal Religion of Truth). In order to materialize his concept of “true religion”, he and his colleagues founded in 1873 Satyashodhak Samaj (society of truth seekers) in Pune. The set of principles the Samaj drew up shortly after its formation included belief in equality of all human beings, restoration of whose natural/human rights was one of its aims. Phule was more of a social revolutionary than a social reformer. -
M.A. Indian Culture (Semester)
Placed at the meeting of Academic Council held on 26.03.2018 APPENDIX - AU MADURAI KAMARAJ UNIVERSITY (University with Potential for Excellence) M.A. Indian Culture (Semester) CHOICE BASED CREDIT SYSTEM REVISED SYLLABUS (With effect from the Academic Year 2018-2019) STRUCTURE OF THE SYLLABUS 1. Introduction Unity in diversity is the basic principle of Indian Culture. The uniqueness of Indian Culture is its spiritual foundation. Satya, Dharma, Shanthi, Prema and Ahimsa are the cultural traditions of ours, through which Moral and Spiritual upliftment of humanity is achieved. The Post Graduate Course in Indian Culture will be focusing on the Cultural Traditions and will be shaping the younger generation with Human Values. 2. Eligibility for Admission: Any graduate of Madurai Kamaraj University or of any university duly recognized by the Association of Indian Universities. Order of Preference: 1) A Graduate of Indian Culture 2) An Arts Graduate 3) A Science Graduate 2.1 Duration of the Programme : 2 Years 2.2. Medium of Instructions : English 3. Objectives of the Programme : Infuse the younger generation - To known about the richer Tradition and Culture of India. To inculcating ethical Spirit and Human values. To understand Character is the most precious gift ofEducation. To realize Unity in Diversity nature of India To create Secularist mind To create awareness about the Cultural monuments. To prepare for the Competitive Examinations and preferably for the Executive Officers in the H.R. and C.E. (Admn) Department. 4. Outcome of the programme Students know the Past Glory of our nation ,which in return make them confident in the world. -
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