Report No. 4 RELIGIOUS VALUES and PARISH PARTICIPATION
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Social Media Rankings of Parishes in the Catholic Diocese of Dallas Avg Sunday Mass Count = the Average Mass Attendance for Sundays in May 2016
Social Media Rankings of parishes in the Catholic Diocese of Dallas Avg Sunday Mass Count = The average Mass attendance for Sundays in May 2016 cial Avg Avg Mass Facebook Likes Twitter Followers Total Media So Rank Parish Name City Sunday Count Social Media San Juan Diego Catholic Church Dallas 5 7,914 7,914 1 St. Ann Parish (Coppell) Coppell 1 4,414 635 5,049 2 Cathedral Shrine of the Virgin of Guadalupe Dallas 7 4,194 169 4,363 3 St. Francis of Assisi (Frisco) Frisco 2 3,957 373 4,330 4 St. Monica Parish Dallas 19 3,166 547 3,713 5 St. Thomas Aquinas Parish Dallas 22 2,731 2,731 6 St. Jude (Allen) Allen 9 2,094 542 2,636 7 St. Pius X Parish Dallas 14 2,243 2,243 8 St. Mark the Evangelist Plano 4 1,942 64 2,006 9 Mater Dei Catholic Church Irving 57 1,593 291 1,884 10 Mary Immaculate Parish Farmers Branch 18 1,816 1,816 11 Blessed Sacrament Parish Dallas 17 1,777 1,777 12 St. Joseph Parish (Richardson) Richardson 15 1,334 272 1,606 13 Santa Clara Catholic Church Dallas 20 1,592 1,592 14 St. Gabriel the Archangel McKinney 29 1,272 272 1,544 15 St. Rita Parish Dallas 28 925 510 1,435 16 St. John Nepomucene Ennis 34 1,251 1,251 17 Epiphany Quasi-Parish Italy 67 1,249 1,249 18 Prince of Peace Catholic Community Plano 30 1,030 162 1,192 19 St. -
Online Parish Returns System User Guide
Church of England Online Parish Return System User Guide Contents at a Glance 1. Background ........................................................................................................................................... 2 2. Accessing the system for the first time ................................................................................................. 2 2.1 Parish Administrator ........................................................................................................................... 2 2.2 Other system users ............................................................................................................................. 2 3. Entering information onto the online forms ........................................................................................ 3 4. Editing your details ............................................................................................................................... 7 4.1 Edit you details .................................................................................................................................... 7 4.2 Email settings ...................................................................................................................................... 7 5. Finding your way around ...................................................................................................................... 7 6. Reports ................................................................................................................................................. -
Ecclesiastical Circumscriptions and Their Relationship with the Diocesan Bishop
CANON 294 ECCLESIASTICAL CIRCUMSCRIPTIONS AND THEIR RELATIONSHIP WITH THE DIOCESAN BISHOP What is the relationship of the faithful in personal ecclesiastical circumscriptions to the local diocesan bishop? OPINION The Apostolic See, in the Annual General Statistical Questionnaire, asks diocesan bishops the number of priests in the ecclesiastical circumscription of the diocese, their country of origin and whether they are diocesan or religious. The fact that the diocesan bishop is answering these questions indicates the close relationship between himself and any personal Ecclesiastical Circumscription. Canons 215 and 216 of the 1917 Code required that ecclesiastical circumscriptions be territorial within a diocese and an apostolic indult was needed, for example, to establish personal parishes for an ethnic group of the faithful. After World War II, Pope Pius XII provided for the pastoral care of refugees and migrants in his apostolic constitution Exsul Familia in 1952. Chaplains for migrants were granted special faculties to facilitate pastoral care without receiving the power of jurisdiction or governance. The Second Vatican Council admitted personal criteria in ecclesiastical organisation. The decree Christus Dominus 11 held that the essential element of a particular Church is personal, being a “portion of the people of God”. Personal factors are crucial to determine the communitarian aspect of the makeup of a community. After Vatican II, the Code of Canon Law needed revision. The Synod of Bishops in 1967 approved the principles to guide the revision of the code. The eighth principle stated: “The principle of territoriality in the exercise of ecclesiastical government is to be revised somewhat, for contemporary apostolic factors seem to recommend personal jurisdictional units. -
The Dean and the Deanery
7 DIOCESE OF EAST ANGLIA Diocesan policy on THE DEANERY AND THE ROLE OF THE DEAN THE DEANERY How is the universal Catholic Church structured? The whole people of God is a communion of dioceses, each entrusted to the pastoral leadership and care of a bishop. The diocese is then ‘divided into distinct parts or parishes’ (Code of Canon Law, 374.1). Each parish is by nature an integral part of the diocese. What then is a deanery? ‘To foster pastoral care by means of common action, several neighbouring parishes can be joined together in special groupings, such as deaneries’ (Code of Canon Law, 374.2). Each deanery is led by a Dean appointed by the bishop to act in his name. In a scattered diocese such as ours, with many small parishes, working together in deaneries can be very fruitful, not only for the mutual support and care of the clergy, but also for pastoral and spiritual collaboration at local level. In each deanery, there are to be regular meetings of the clergy, priests and deacons, diocesan and religious, of that grouping of parishes. All are expected to attend such meetings and participate as fully as possible in deanery life and work. In each deanery, there are to be regular meetings of lay representatives of each parish with all the clergy of the deanery, so as to facilitate active participation by lay people in local pastoral action and decision-making. The following norms for the role of the Dean came into effect from 21 November 2003. THE ROLE OF THE DEAN 1. -
The Impact of Religion on Values and Behavior in Kenya Naomi Wambui
THE IMPACT OF RELIGION ON VALUES AND BEHAVIOR IN KENYA NAOMI WAMBU50I European Journal of Philosophy, Culture and Religious Studies ISSN 2520-4696 (Online) Vol.1, Issue 1 No.1, pp50-65, 2017 www.ajpojournals.org THE IMPACT OF RELIGION ON VALUES AND BEHAVIOR IN KENYA 1* Naomi Wambui Post Graduate Student: Finstock University *Corresponding Author’s Email: [email protected] Abstract Purpose: The purpose of the study was to investigate the impact of religion on values and behaviour in Kenya. Methodology: The paper adopted a desk top research design. The design involves a literature review of existing studies relating to the research topic. Desk top research is usually considered as a low-cost technique compared to other research designs. Results: Based on the literature review, the study concluded that religion has positive impact on values and behavior. The study further concludes that a belief in fearful and punishing aspects of supernatural agents is associated with honest behavior, whereas a belief in the kind, loving aspects of gods is less relevant. Unique contribution to theory, practice and policy: The study recommended that policy makers should review policies involving religion by changing commonly held beliefs regarding the Constitution and religion. The study also recommended that religious leaders and parents take special care of the religious formation of children, especially during the transition period from childhood to adolescence, when they are most likely to lose their religious faith. Keywords: religion, values, behaviour 51 1.0 INTRODUCTION 1.1 Background of the Study Religious practice appears to have enormous potential for addressing today's social problems. -
Religious Values in Indonesia's Character
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by eJournal of Sunan Gunung Djati State Islamic University (UIN) Ahmad Nadhif RELIGIOUS VALUES IN INDONESIA’S CHARACTER EDUCATION Ahmad Nadhif STAIN Ponorogo Jl. Pramuka No. 156 PO. BOX 116 Ponorogo 63471 Email: [email protected] ABSTRAK Penelitian ini bertujuan untuk menginvestigasi ideologi di balik peletakkan yang tercantum dalam Panduan Budaya dan Karakter Menteri Pendidikan yang diterbitkan pada tahun 2012. Penelitian ini dipaparkan sebagai bagian dari kurikulum pendidikan karakter dan memberi petunjuk pada guru tentang bagaimana melakukan implantasi untuk nilai-nilai moral yang baik dalam fikiran dan jiwa mereka. Isu pendidikan karakter menandai perubahan signifikan dalam kurikulum nasional pendidikan Indonesia yang menunjukkan potensi bagai pertarungan ideologi. Karenanya, hal ini merupakan isu penting untuk diteliti, khususnya dalam kajian Critical Discourse Analisis (CDA). Dengan menggunakan tiga model dimensional CDA Fairclough (1989), kurikulum Indonesia terkait dengan pendidikan berkarakter secara tekstual dianalisa. Analisa menunjukkan bahwa penggunaan nilai-nilai agama masih dipertanyakan; terkait dengan simbol dan jargon, agama sesungguhnya sangat dihargai; namun nampaknya hanyalah merupakan hal tak jelas untuk diam-diam menekan dan memarjinalkan core penting pengajaran. Kata Kunci: Pendidikan karakter, Nilai agama, CDA ABSTRACT This study aims at investigating the ideology behind the positioning of religion included in the Guidance of Culture and Character of the Nation of the Ministry of Education published in 2010. It is presented as part of the curriculum of character education and prescribes for teachers on how to conduct the implantation of good moral values in their students’ mind and heart. This issue of character education marks a significant shift in Indonesia’s national curriculum of education showing a potential to be a conflicting battleground of ideologies. -
Petition for the Assignment of a Parish Deacon
7.4 PASTOR REQUEST FOR PARISH DEACON OFFICE OF THE DIACONATE ROMAN CATHOLIC DIOCESE OF TUCSON Petition for the Assignment of a Parish Deacon Please complete and return by (Date) 2 ______ only if you need an additional deacon Name of Pastor: Name of Parish: If you would like your parish to be considered for the placement of an additional deacon, please complete this form, and return it as soon as possible, but no later than 2 February ______. The timing is important because the Deacon Placement Committee will prepare its recommendations for the Bishop in April, so he can announce the transfers in May in time to become effective 1 July _____. 1. Check one of the following that best describes the need for a deacon in your parish: Very critical Somewhat critical Significant but not critical No need for a deacon (if checked, you do not need to fill out rest of survey) 2. Check one of the following that best describes the immediacy of your need: As soon as possible Can wait until July 1ST Can wait until a deacon becomes available If no deacon is available, a deacon candidate is acceptable. 3. Rate your bilingual needs. Must be fluent (read/speak/write) in Spanish. Good conversational skills in Spanish The deacon need not be bilingual. 4. Rate each of the following ministries in which the deacon would serve the parish. 5 = very important :: 1 = not very important. 5 4 3 2 1 Sacramental Preparation (e.g. Baptism, RCIA, Marriage Prep) 5 4 3 2 1 Annulments 5 4 3 2 1 Liturgies (presiding at baptisms, funeral rites, marriages, etc.) 5 4 3 2 1 Serve at the altar on Sunday (Read the Gospel) 5 4 3 2 1 Preach at Sunday Eucharist 5 4 3 2 1 Pro-Life Ministry 5 4 3 2 1 Hispanic Ministry 5 4 3 2 1 Native American Ministry 5 4 3 2 1 Ministry to the Poor (e.g. -
Clergy Personnel Manual Archdiocese of Portland Preface to the 2014 Edition of the Clergy Personnel Manual
CLERGY PERSONNEL MANUAL ARCHDIOCESE OF PORTLAND PREFACE TO THE 2014 EDITION OF THE CLERGY PERSONNEL MANUAL On December 8, 1979 Archbishop Cornelius Power promulgated the Clergy Personnel Manual. This Manual was the product of extensive study and consultation by the Clergy Personnel Board and finally a vote of the entire presbyterate. Since the original promulgation of the Manual, some chapters have been revised. This edition prints all the chapters in a uniform format. The organization and position titles within the Pastoral Center have changed. This edition references positions of offices that coincide with our current Pastoral Center organization. This 2014 edition of the Clergy Personnel Manual reflects our current personnel policies and structure. Members of the Clergy Personnel Board: Rev. Todd Molinari, Most Rev. Alexander K. Sample, Most Rev. Peter Smith, Rev. Jeff Eirvin, Rev. James Coleman, Rev. Ronald Millican, Rev. Richard Thompson, Rev. Michael Vuky, Rev. Angelo Te. Vicar for Clergy: Rev. Todd Molinari Archbishop of the Archdiocese of Portland: Most Rev. Alexander K. Sample i PREFACE TO THE 1995 EDITION OF THE CLERGY PERSONNEL MANUAL On December 8, 1979, Archbishop Power promulgated the Clergy Personnel Manual. This Manual was the product of extensive study and consultation by the Clergy Personnel Board and finally a vote of the entire presbyterate. Since the original promulgation of the Clergy Personnel Manual, some chapters, like the one on area vicars, have been added; others, like the one on pastors, have been revised. This edition prints all the chapters in a uniform format and notes the date each chapter was promulgated or revised. -
Religion–State Relations
Religion–State Relations International IDEA Constitution-Building Primer 8 Religion–State Relations International IDEA Constitution-Building Primer 8 Dawood Ahmed © 2017 International Institute for Democracy and Electoral Assistance (International IDEA) Second edition First published in 2014 by International IDEA International IDEA publications are independent of specific national or political interests. Views expressed in this publication do not necessarily represent the views of International IDEA, its Board or its Council members. The electronic version of this publication is available under a Creative Commons Attribute-NonCommercial- ShareAlike 3.0 (CC BY-NC-SA 3.0) licence. You are free to copy, distribute and transmit the publication as well as to remix and adapt it, provided it is only for non-commercial purposes, that you appropriately attribute the publication, and that you distribute it under an identical licence. For more information on this licence visit the Creative Commons website: <http://creativecommons.org/licenses/by-nc-sa/3.0/> International IDEA Strömsborg SE–103 34 Stockholm Sweden Telephone: +46 8 698 37 00 Email: [email protected] Website: <http://www.idea.int> Cover design: International IDEA Cover illustration: © 123RF, <http://www.123rf.com> Produced using Booktype: <https://booktype.pro> ISBN: 978-91-7671-113-2 Contents 1. Introduction ............................................................................................................. 3 Advantages and risks ............................................................................................... -
1 Religion 205 Morality, Ethics, and Religion
RELIGION 205 MORALITY, ETHICS, AND RELIGION BULLETIN INFORMATION RELG 205 – Morality, Ethics, and Religion (3 credit hrs) Course Description: Values and ethics as developed, contested, and transmitted through a variety of religious practices. SAMPLE COURSE OVERVIEW This course offers a critical approach to discourse that associates religion with the development of values, ethics, and social responsibility. In the first part of the course, we take a broad look at some of the main issues related to an academic study of religion, with special attention to: the benefits and costs of equating religious practice with moral/ethical practice, the way that religion can function to authorize and legitimate certain ethical norms, and the implications or deviating from norms associated with divine or otherwise supernatural origins. In the second part of the course, we will examine specific kinds of religious practices (intellectual, ritual, emotional, and coercive) through which ideas about values and ethics are developed, prioritized, contested, adapted, and transmitted. Finally, in the third part of the course we will consider various ways to answer questions about the extent to which religion might or might not be necessary for moral and ethical development. ITEMIZED LEARNING OUTCOMES Upon successful completion of RELG 205, students will be able to: 1. Discuss the sources or origins of values and ethics as transmitted through various religious configurations; 2. Demonstrate an understanding of the different ways that religious practice shapes human attitudes toward values, ethics, and social responsibility; 3. Explain how religious values impact personal decision-making, self-identity, and individual well-being; 4. Analyze the influence of religious values upon community ethics and decision-making in contemporary society. -
Report No. 9 PARISH LIFE AMONG the LEADERS Leadership
NOTRE DAME STUDY OF CATHOLIC PARISH LIFE University of Notre Dame 1201 Hesburgh Library Notre Dame, IN 46556 Report No. 9 PARISH LIFE AMONG THE LEADERS by David C. Leege OUTLINE OF CONTENTS Leadership: The Shaping Of A Parish The Leadership Samples The Background And Training Of Parish Leaders Planning And Decision-Making In The Parishes Conflict And Conflict Resolution Leaders' Feelings About Each Other Women And Parish Leadership Diocesan Relationships Leadership: The Shaping of a Parish Report 8, a companion to the current report, described the kinds of needs people bring to their parishes and portrayed the programs that respond to these needs. All parishes offer sacramental services and liturgies, most try to provide for religious education especially of the young and often of the adults, fewer have organized programs for marital and family life. The gap between needs and programs is more acute when it comes to social problems: severe marital strain and divorce, alcohol and drug abuse, and economic crises. While generally the larger parishes are able to offer more staff or volunteer services, somewhat to our surprise we found that the social characteristics of a parish do not predict very well the range of programs it will develop. Instead, we concluded that many parishes have unique histories; what they are today is a composite of their peoples' needs and the kind of leadership some people asserted in the past. Parishes make their own histories. There is wide latitude for leaders to take hold of parish situations. Because leaders can make a difference, it is important to study their backgrounds and training, their outlooks and priorities for the parish, their perceptions of what parishioners want, their dealings with each other, their ways of seeking information and making decisions, their areas of conflict and cooperation, and their feelings about the diocesan leadership under whose authority they conduct their affairs. -
Canonical Procedures
CANONICAL PROCEDURES MARRIAGE, SACRAMENTAL RECORDS, ASCRIPTION TO CHURCHES SUI IURIS Diocese of Cleveland CANONICAL PROCEDURES MARRIAGE, SACRAMENTAL RECORDS, ASCRIPTION TO CHURCHES SUI IURIS April 2014 (minor revisions September 2016) THE TRIBUNAL OF THE DIOCESE OF CLEVELAND 1404 East Ninth Street, Seventh Floor Cleveland, OH 44114-2555 Phone: 216-696-6525, extension 4000 Fax: 216-696-3226 Website: www.dioceseofcleveland.org/tribunal CANONICAL PROCEDURES TABLE OF CONTENTS TABLE OF CONTENTS ..................................................................................................................................... V FOREWORD .................................................................................................................................................. IX PURPOSE OF THIS BOOKLET ......................................................................................................................... XI I. THE PRE-NUPTIAL FILE ............................................................................................................................... 1 A. INFORMATION FOR MARRIAGE FORM .................................................................................................................. 1 1. Spiritual and Personal Assessment Sections ........................................................................................... 1 2. Canonical Assessment Section ................................................................................................................ 1 3. Marriage Outside of Proper