The Peacemaker
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Baha'u'llah As Fulfilment of the Theophanic Promise in the Sermons of Imam 'Alí Ibn Abí Ṭálib
OJBS: Online Journal of Bahá‟í Studies Volume 1 (2007), 89-113 URL: http://www.ojbs.org ISSN 1177-8547 Baha’u’llah as fulfilment of the theophanic promise in the Sermons of Imam 'Alí ibn Abí Ṭálib Translation of al Ṭutunjiyya, Iftikhár and Ma'rifat bin-Nurániyyat Dr. Khazeh Fananapazir Leicester, U.K., Independent Scholar Translator's Introduction The Founders of world religions, in Baha‟i discourse, the Manifestations of God, relate their claims and their utterances to the language and beliefs of the peoples to whom they come.1 Thus Jesus Christ stated at the outset of his mission: "Think not that I have come to destroy the Law and the Prophets. I have not come to destroy but to fulfil."2 The Qur'án repeatedly states that it confirms the Gospel and the Torah, affirming that the Prophet's advent has been mentioned in the Torah and the Evangel. The Bábí and Bahá'í Revelations are also intimately related to their Islamic background and their Judaeo-Christian heritage. As the Guardian of the Bahá'í Faith, says, "[The Bahá'ís] must strive to obtain from sources that are authoritative and unbiased a sound knowledge of the history and tenets of Islam, the source and background of their Faith, and approach reverently and with a mind purged from pre-conceived ideas the study of the Qur'án which, apart from the sacred scriptures of the Bábí and Bahá'í Revelations, constitutes the only Book which can be regarded as an absolutely authenticated repository of the Word of God."3 But what is most remarkable is the frequent reference to particular verses, particular traditions (ḥadiths), particular tropes of Judaism, Christianity and Islam. -
• Christopher Buck Phd Jd Curriculum Vitae(2017) 1
• CHRISTOPHER BUCK PHD JD CURRICULUM VITAE (2017) 1 PROFESSIONAL LEGAL EXPERIENCE 2007 – present Pribanic & Pribanic, LLC (White Oak, Pennsylvania) • Position: Associate Attorney. • Profle: http://pribanic.com/attorneys/christopher-buck/ (“My professional goal is to try to make sure that my cases settle without having to go to trial. In my over eight years of practice so far, Victor Pribanic has not tried a single one of my cases so far. That’s a pretty good track record.”) • Bar Admissions: Bar of the Commonwealth of Pennsylvania (2007); U.S. District Court for the Western District of Pennsylvania (2007). • Practice areas: Medical malpractice, wrongful death, crashworthiness, products liability, personal injury. Research and write briefs on any legal issue, as needed. Settled four cases for $2.5 million in 2012. • Legal CV: For “Representative Cases” and “Legal Publications,” see Buck’s Legal CV. • Lead Attorney: Victor H. Pribanic, Esq., Best Lawyers, “Lawyer of the Year, 2017” (Medical Malpractice Law, Plaintiffs, Pittsburgh); “Lawyer of the Year, 2015” (Product Liability Litigation, Plaintiffs, Pittsburgh); Best Lawyers, “Lawyer of the Year, 2014” (Medical Malpractice Law, Plaintiffs, Pittsburgh Area). PROFESSIONAL ACADEMIC EXPERIENCE 2001 – present Wilmette Institute (Wilmette, IL) • Position: Faculty (Distance Education). • Courses Taught: Summons of the Lord of Hosts (10-Oct-17); The Kitab-i-Iqan: An Introduction (1-Aug-17); Gems of Divine Mysteries and Other Early Tablets by Baha’u’llah (10-May-17); Bahá’u’lláh’s Early Mystic Writings -
Venus Alchemy Presents Preparing for 2020 Online Summit Wisdom Of
Venus Alchemy Presents Preparing for 2020 Online Summit Wisdom of the Grandmothers With Cayelin K Castell and Tami Brunk Prayer to the Grandmothers Grandmothers, wise and loving ones, you who know: The ways of Love. The ways of Peace The ways of Sustainability and Responsible Stewardship The ways of Wisdom that keep us in Balance and Harmony with our Earth Mother - living joyfully with all life. The ways of the Rivers, Lakes, Oceans, the Trees, the Plants and Animals The ways of the Natural Cycles, including the ways of the Sun and the Moon within the seasonal cycles. The ways of the all the Planet and Stars, The ways of the Seasons in cycles of Birth, Growth, Death and Rebirth The ways of Light and Dark and the gifts that come from each. The ways of Duality within Great Mystery and how to move beyond them. The ways of Magic and Alchemy The ways of Time and How to Create New Nurturing and Sustainable Timelines The ways of Inspired Action through Love - Enhancing and Nurturing All Life The ways of Health and Well-Being helping us to be the most Effective In Joyously Living our Life Purpose in ways that foster strong community - nourishing and supporting everyone to thrive. Sacred Grandmothers - Guide me with all your Wisdom to learn these ways, so that I now help bring forth the New Earth within Me – wisely benefitting All Life Everywhere. Wisdom of the Grandmothers Outline • Who are the Grandmothers? • The Grandmothers support 2020 Visioning • Iroquois Confederacy • The Grandmothers Ask Questions • Asking the Grandmothers for Healing -
July 2015 Enewsletter
July 2015 eNewsletter Celebrating Twenty Years Starting Today, and There's Still Plenty of Space! A new course on some of Baha'u'llah's earliest and most profound Web Talk No. 7: Susanne M. Alexander Discussing "Healthy, Unified Marriages as tablets Service to Humanity" on August 30 Mark your calendars now for a Web Gems of Divine Mysteries and Other Talk at the end of the summer by Susanne M. Alexander on the topic of Early Tablets by Baha'u'llah marriage as a service to humanity. Click here to continue>> One in a series of courses on the revelation of Baha'u'llah Web Talk No. 6 Now on YouTube: Lead Faculty: Robert Stockman Dr. Sandra Lynn Hutchison Offers a Technique Faculty: Daniel Gebhardt, Daniel Pschaida for Accessing the Meaning of the Bahá'í Revelation Duration of course: Seven weeks (July 1 - August 18, 2015) Read a summary of Dr. Hutchison's simple technique for finding the In Gems of Divine Mysteries and Other Early Tablets by "hidden gift" in the writings of Baha'u'llah we will examine the Javahiru'l-Asrar (Gems of Baha'u'llah, the Bab, and 'Abdu'l- Divine Mysteries), a mystic work similar to both the Seven Baha, and then treat yourself to Valleys and the Kitab-i-Iqan. We will also study several listening to the YouTube video of shorter but very important works by Baha'u'llah, Sahifiy-i- her talk. Shattiyyih (Book of the River), the Tablet of the Holy Click here to continue>> Mariner, Shikkar-Shikan-Shavand, and Lawh-i-Ayyub (Tablet of Job), all of which exist in official translation or reliable Anniversary Web Talks, August through provisional translation. -
Grade 4: Module 1A Overview
Grade 4: Module 1A Overview This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License. Exempt thirdparty content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license. GRADE 4: MODULE 1A: OVERVIEW Becoming a Close Reader and Writing to Learn: Oral Tradition, Symbolism, Building Community Module 1A focuses on building community by making connections between visual In Unit 2, students read The Iroquois: The Six Nations Confederacy and view imagery, oral accounts, poetry, and written texts of various cultures, with a focus on authentic video about the Haudenosaunee, to learn about how the community the Haudenosaunee (Iroquois) culture. Students will determine a central idea and transcends time. At the end of Unit 2, students write an explanatory piece about demonstrate how gathering information from a variety of sources can help us how the lives of the Haudenosaunee people have changed and remained the same understand a central idea more fully. Module 1 also reinforces reading fluency, since the Europeans came to the continent, drawing evidence from two sources to close text analysis, explanatory paragraph writing, and presenting to peers. The support their claim (W.4.9). Unit 2 will also introduce an optional Independent module reinforces the fact that Native Americans—specifically the Iroquois Reading project that focuses on character development and connects to the other (Haudenosaunee, People of the Longhouse) —were early inhabitants of the New module texts. York region and state, and continue to contribute to the region’s history. Unit 3 consists of a readaloud of Patricia Polacco’s The Keeping Quilt and a close In Unit 1, students will read and listen closely to interpret main ideas and thematic reading of other texts to draw the module together. -
Compilation on Bahá'í Translation Work
COMPILATION ON BAHÁ’Í TRANSLATION WORK compiled by Gerald Warren, Botswana, 2008 (revised 2017) A. BAHÁ’U’LLÁH. 1 B. ‘ABDU’L-BAHÁ. 2 C. SHOGHI EFFENDI I Africa.. 4 II The Importance of Translation.. 4 III Strategies. 7 IV Specific Terms.. 9 V A High Standard for Bahá’í Publications. 10 VI Shoghi Effendi’s own translations.. 10 D. THE UNIVERSAL HOUSE OF JUSTICE I Translation Goals.. 13 II Indigenous Languages & Peoples. 13 III Importance & Nature of Translation Work. 14 IV Style. 17 V Strategies. 19 VI Specific Terms & Passages.. 23 The International Teaching Centre. 30 COMPILATION ON BAHÁ’Í TRANSLATION WORK compiled by Gerald Warren, Botswana, 2008 (revised 2012) A. BAHÁ’U’LLÁH I implore Thee, O my God, by Thy Most Great Name, to enrapture the nations through the potency of the Word which Thou didst ordain to be the king of all words, the Word whereby the goodly pearls of Thy hidden wisdom were uncovered, and the gem-like mysteries which were wrapped up within Thee were unravelled. Thou knowest, O my Lord, that I am but one of Thy servants. I have tasted of the sweetness of Thy speech, and acknowledged Thy unity and Thy singleness, and set my face towards the Source of Thy most excellent names and the Day-Spring of Thy transcendent attributes. Assist me, by Thy strengthening grace, O my Lord, to do what Thou didst will, and withhold not from me the things Thou dost possess. So enravish me with the wonders of Thine utterances that the noise and distraction of this world may be powerless to deter me from turning unto Thee, and may fail to shake my constancy in Thy Cause, or to distract my gaze from the horizon of Thy grace. -
Religion Asserts That Its Central Concerns Are Discovering Truth and Implementing the Measures Called for by That Truth
1 Truth: A Path for the Skeptic 2 Truth: A Path for the Skeptic Robert Vail Harris, Jr. First Edition (PDF Version) Copyright 2018 Robert Vail Harris, Jr. Website: truth4skeptic.org Email: [email protected] What is truth? Is there meaning in existence? What are life and death? These and similar questions are explored here. This work draws on techniques and examples from science and mathematics in a search for insights from ancient and modern sources. It is writ- ten especially for the skeptical scientist, the agnostic, and the athe- ist. It is informal but rigorous, and invites careful reflection. 3 Contents Page Questions 4 Answers 84 Actions 156 Notes and References 173 Truth: A Path for the Skeptic 4 Questions Overview The search for truth is a lifelong endeavor. From the time we open our eyes at birth until we close them at the hour of death, we are sorting and sifting, trying to determine what is true and what is not, what is reality and what is illusion, what is predictable and what is random. Our understanding of truth underpins our priorities and all our activities. Every thought we have, every step we take, every choice we make is based on our assessment of what is true. Knowing the truth enriches our lives, while false beliefs impover- ish and endanger us. The importance of truth can be illustrated by countless exam- ples. Contractual arrangements are accompanied by an assertion of truthfulness. Participants in a trial are required to tell the truth. Various implements have been used to try to ascertain truth, from the dunking and burning of accused witches to the use of lie detec- tors. -
How Old Man Winter Was Driven Back Lesson Topic: How Old Man Winter Was Driven Back
Lesson: How Old Man Winter Was Driven Back Lesson Topic: How Old Man Winter Was Driven Back How Old Man Winter Was Driven Back from Stories Iroquois Tell Their Children Written by Mabel Powers Illustrated by Serg Jalov Far away in the North Sky lives Old Man Winter. Every year he leaves his wigwam in the sky and comes to earth. At the foot of a mountain, he builds a lodge of ice and snow which no human being, animal, or bird can enter. He lives there for a time. North Wind is the only friend of Old Man Winter. When he passes near Old Man Winter's lodge, he gives a loud shriek, and with his blustering breath he blows open the door and enters. Near a fire which glows but does not warm, North Wind finds a seat. There he and Old Man Winter sit and smoke, and lay their plans for the next snowstorm. When the council is ended, North Wind departs to drive up the snow and hail from the corners of the earth. Old Man Winter also leaves his lodge. He stalks over the mountains and valleys of the Red Children. The land becomes white with his breath. The rivers are stilled, and all the voices of the wood are hushed as he passes. A deep sleep falls upon every living thing. No sound is heard in the forest but the rapping on the trees. Old Man Winter carries a great hammer, and he strikes the trees a blow as he passes. The colder it grows, the louder and more frequently he raps. -
1 Brant – Hill Family Saga
BRANT – HILL FAMILY SAGA: MOHAWK AND WYANDOT By David K. Faux It would not be overstating the matter to assert that the leading family among the Mohawk Nation at Canajoharie (Indian Castle, NY) were those possessing the surname Brant; while their counterparts at Tiononderoge (Ft. Hunter, NY) were members of the family who adopted Hill as their surname. This is reflected in the land holdings and the personal effects owned by each individual with the surname Brant or Hill based on claims for losses at the time of the American Revolution. These families were in a category beyond any others, reflecting their high degree of acculturation, including the predilection to marry members of the local Euro – American elite. What follows is an overview of the story of the Brants and the Hills from the 1600s to the early 1800s. Brant – The name Brant was originally a baptismal name, copied from the local Dutch of Schenectady and Albany. The first Mohawk to bear this soon to be illustrious name was one of the “Four Indian Kings” who visited London in the year 1710, met with Queen Anne, and who were feted by British aristocracy and were the subject of a number of paintings and who were in general the subject of considerable curiosity among the English public. What little is known of the life of this Brant is noted in Sievertsen (1996). He appears to have largely “faded from view” upon his return to New York, possibly dying soon thereafter. Among the relatively few with the baptismal name Brant was an infant born in February 1697, and baptized 4 April 1697 at the Albany Reformed Dutch Church, son of Marie Senehanawith (“Who Boils Maize”). -
Indians in the Kanawha-New River Valley, 1500-1755 Isaac J
Graduate Theses, Dissertations, and Problem Reports 2015 Maopewa iati bi: Takai Tonqyayun Monyton "To abandon so beautiful a Dwelling": Indians in the Kanawha-New River Valley, 1500-1755 Isaac J. Emrick Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Emrick, Isaac J., "Maopewa iati bi: Takai Tonqyayun Monyton "To abandon so beautiful a Dwelling": Indians in the Kanawha-New River Valley, 1500-1755" (2015). Graduate Theses, Dissertations, and Problem Reports. 5543. https://researchrepository.wvu.edu/etd/5543 This Dissertation is brought to you for free and open access by The Research Repository @ WVU. It has been accepted for inclusion in Graduate Theses, Dissertations, and Problem Reports by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Maopewa iati bi: Takai Toñqyayuñ Monyton “To abandon so beautiful a Dwelling”: Indians in the Kanawha-New River Valley, 1500-1755 Isaac J. Emrick Dissertation submitted to the Eberly College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History Tyler Boulware, Ph.D., Chair Kenneth Fones-Wolf, Ph.D. Joseph Hodge, Ph.D. Michele Stephens, Ph.D. Department of History & Amy Hirshman, Ph.D. Department of Sociology and Anthropology Morgantown, West Virginia 2015 Keywords: Native Americans, Indian History, West Virginia History, Colonial North America, Diaspora, Environmental History, Archaeology Copyright 2015 Isaac J. Emrick ABSTRACT Maopewa iati bi: Takai Toñqyayuñ Monyton “To abandon so beautiful a Dwelling”: Indians in the Kanawha-New River Valley, 1500-1755 Isaac J. -
The Cayuga Chief Jacob E. Thomas: Walking a N~Rrow Path Between Two Worlds
THE CAYUGA CHIEF JACOB E. THOMAS: WALKING A N~RROW PATH BETWEEN TWO WORLDS Takeshi Kimura Faculty of Humanities Yamaguchi University 1677-1 Yoshida Yamaguchi-shi 753-8512 Japan Abstract I Resume The Cayuga Chief Jacob E. Thomas (1922-1998) of the Six Nations Reserve, Ontario, worked on teaching and preserving the oral Native languages and traditions ofthe Longhouse by employing modern technolo gies such as audio- and video recorders and computers. His primary concern was to transmit and document them as much as possible in the face of their possible loss. Especially, he emphasized teaching the lan guage and religious knowledge together. In this article, researched and written before his death, I discuss the way he taught his classes, examine the educational materials he produced, and assess their features. I also examine several reactions toward his efforts among Native people. De son vivant Jacob E. Thomas (1922-1998), chef des Cayugas de la Reserve des Six Nations, en Ontario, a travaille a I'enseignement et a la preservation des langues parlees autochtones et des traditions du Long house. Pour ce faire, il a eu recours aux techniques d'enregistrement audio et video ainsi qu'a I'informatique. Devant Ie declin possible des langues et des traditions autochtones, son but principal a ete de les enregistrer et de les classifier pour les rendre accessible a tous. II a particulierement mis I'accent sur la necessite d'enseigner conjointement la langue et la religion. Dans cet article, dont la recherche et la redaction ont ete accomplies avant la mort de Thomas, j'examine son enseignement en ciasse de meme que Ie materiel pedagogique qu'il a cree et en evalue les caracteristiques. -
“The (Really) Great Law of Peace” and Chapter 3 of Eagle Song
Grade 4: Module 1: Unit 2: Lesson 11 Comparing “The (Really) Great Law of Peace” and Chapter 3 of Eagle Song This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license. GRADE 4: MODULE 1: UNIT 2: LESSON 11 Comparing “The (Really) Great Law of Peace” and Chapter 3 of Eagle Song Long-Term Targets Addressed (Based on NYSP12 ELA CCLS) I can explain what a text says using specific details from the text. (RL.4.1) I can make inferences using specific details from the text. (RL.4.1) I can describe a story’s character, setting, or events using specific details from the text. (RL.4.3) I can recognize, interpret, and make connections in narratives to other texts, ideas, cultural perspectives, personal events, and situations. (RL.4.11) I can effectively participate in a conversation with my peers and adults. (SL.4.1) Supporting Learning Targets Ongoing Assessment • I can infer Danny’s mood based on details from the text. • Homework: Tracking My Thinking, Chapter 2 • I can compare and contrast two versions of the story of the Great Peacemaker. • Student-created notes Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M1:U2:L11 • June 2013 • 1 GRADE 4: MODULE 1: UNIT 2: LESSON 11 Comparing “The (Really) Great Law of Peace” and Chapter 3 of Eagle Song Agenda Teaching Notes 1.