Speaking the Body of Christ at St. Bede Parish
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Intelligent Design, Abiogenesis, and Learning from History: Dennis R
Author Exchange Intelligent Design, Abiogenesis, and Learning from History: Dennis R. Venema A Reply to Meyer Dennis R. Venema Weizsäcker’s book The World View of Physics is still keeping me very busy. It has again brought home to me quite clearly how wrong it is to use God as a stop-gap for the incompleteness of our knowledge. If in fact the frontiers of knowledge are being pushed back (and that is bound to be the case), then God is being pushed back with them, and is therefore continually in retreat. We are to find God in what we know, not in what we don’t know; God wants us to realize his presence, not in unsolved problems but in those that are solved. Dietrich Bonhoeffer1 am thankful for this opportunity to nature, is the result of intelligence. More- reply to Stephen Meyer’s criticisms over, this assertion is proffered as the I 2 of my review of his book Signature logical basis for inferring design for the in the Cell (hereafter Signature). Meyer’s origin of biological information: if infor- critiques of my review fall into two gen- mation only ever arises from intelli- eral categories. First, he claims I mistook gence, then the mere presence of Signature for an argument against bio- information demonstrates design. A few logical evolution, rendering several of examples from Signature make the point my arguments superfluous. Secondly, easily: Meyer asserts that I have failed to refute … historical scientists can show that his thesis by not providing a “causally a presently acting cause must have adequate alternative explanation” for the been present in the past because the origin of life in that the few relevant cri- proposed candidate is the only known tiques I do provide are “deeply flawed.” cause of the effect in question. -
Holistic Approach to Mental Illnesses at the Toby of Ambohibao Madagascar Daniel A
Luther Seminary Digital Commons @ Luther Seminary Doctor of Ministry Theses Student Theses 2002 Holistic Approach to Mental Illnesses at the Toby of Ambohibao Madagascar Daniel A. Rakotojoelinandrasana Luther Seminary Follow this and additional works at: http://digitalcommons.luthersem.edu/dmin_theses Part of the Christianity Commons, Mental and Social Health Commons, and the Practical Theology Commons Recommended Citation Rakotojoelinandrasana, Daniel A., "Holistic Approach to Mental Illnesses at the Toby of Ambohibao Madagascar" (2002). Doctor of Ministry Theses. 19. http://digitalcommons.luthersem.edu/dmin_theses/19 This Thesis is brought to you for free and open access by the Student Theses at Digital Commons @ Luther Seminary. It has been accepted for inclusion in Doctor of Ministry Theses by an authorized administrator of Digital Commons @ Luther Seminary. For more information, please contact [email protected]. HOLISTIC APPROACH TO MENTAL ILLNESSES AT THE TOBY OF AMBOHIBAO MADAGASCAR by DANIEL A. RAKOTOJOELINANDRASANA A Thesis Submitted to, the Faculty of Luther Seminary And The Minnesota Consortium of Seminary Faculties In Partial Fulfillments of The Requirements for the Degree of DOCTOR OF MINISTRY THESIS ADVISOR: RICHARD WALLA CE. SAINT PAUL, MINNESOTA 2002 LUTHER SEMINARY USRARY 22-75Como Aver:ue 1 ©2002 by Daniel Rakotojoelinandrasana All rights reserved 2 Thesis Project Committee Dr. Richard Wallace, Luther Seminary, Thesis Advisor Dr. Craig Moran, Luther Seminary, Reader Dr. J. Michael Byron, St. Paul Seminary, School of Divinity, Reader ABSTRACT The Church is to reclaim its teaching and praxis of the healing ministry at the example of Jesus Christ who preached, taught and healed. Healing is holistic, that is, caring for the whole person, physical, mental, social and spiritual. -
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E3S Web of Conferences 258, 07027 (2021) https://doi.org/10.1051/e3sconf/202125807027 UESF-2021 Family institute and environmental responsibility in the view of Russian youth Marina Rosenova1,*, Irina Sokolovskaya2, and Elena Tkach3 1Moscow State University of Psychology and Education, 127051, 29 Sretenka Str., Moscow, Russia 2State University of Management, 109542, 99 Ryazan Ave., Moscow, Russia 3Pacific National University, 68000, 68 Karl Marx srt., Khabarovsk, Russia Abstract. Modern studies of ideas about the family reflect a contradiction: on the one hand, young people are guided by the values of individualism, freedom, and self-development, and on the other, they maintain the high value and desirability of the family. The use of methods of psychosemantics and metaphorical images in the study revealed the peculiarities of young people's ideas about the family and revealed the "zones of psychological tension" in the sphere of family and family relations. In the semantics of ideas about the family, schoolchildren and students alike identified the priorities of boundaries and the understanding of the family as a closed location. In the minds of students, the cognitive and emotional aspects of ideas are more clearly differentiated, and the willingness to actively create their own family is reflected. Among young people with higher education and experience of marriage or cohabitation, negative connotations of family assessment prevail. The area of psychological stress in the family sphere: schoolchildren have a weak orientation in family relations, students have idealistic expectations, and older youth have numerous problems related to personality characteristics. 1 Introduction Since the second half of the 20th century, in science and social practice, active discussions and debates have been conducted about role and value of family in the life of a modern person, liberated in his individuality. -
Haiti and the United States During the 1980S and 1990S: Refugees, Immigration, and Foreign Policy
Haiti and the United States During the 1980s and 1990s: Refugees, Immigration, and Foreign Policy Carlos Ortiz Miranda* I. INTRODUCTION The Caribbean nation of Haiti is located on the western third of the island of Hispaniola, and shares that island with the Dominican Republic. To its northwest lies the Windward Passage, a strip of water that separates Haiti from the island of Cuba by approximately fifty miles. 1 Throughout the 1980s and 1990s the Windward Passage has been used as the maritime route of choice by boatpeople fleeing Haiti for political reasons or seeking greater economic opportunity abroad.2 * Assistant General Counsel, United States Catholic Conference. B.A. 1976, University of Puerto Rico; J.D. 1980, Antioch School ofLaw; LL.M. 1983, Georgetown University Law Center. Adjunct Professor, Columbus School of Law, Catholic University of America. The views expressed in this Article are those of the author and do not necessarily reflect the views his employer, nor the Columbus School of Law. I. See CENTRAL INTELLIGENCE AGENCY, THE WORLD FACTBOOK 1993 167-69 (1994). See generally FEDERAL RESEARCH DIVISION, LIBRARY OF CONGRESS, DoMINICAN REPUBLIC AND HAITI: COUNTRY STUDIES 243-373 (Richard A. Haggerty ed., 1991) [hereinafter COUNTRY STUDIES]. 2. Haiti is the poorest country in the Western Hemisphere. See COUNTRY STUDIES, supra note 1, at 881. There is no question that poverty is widespread, but poverty is not the only reason why people have fled the island throughout the 1980s and 1990s. See Robert D. Novak, Collison Course on Haiti, WASH. POST, May 2, 1994, at Al9 (explaining that the Clinton administration is taking a harder line against "[t]he military rulers that will expand the flow of refugees, who are fleeing economic 673 Haiti was one of the first nations in the Americas to obtain indepen dence. -
The Great Dignity and Graces of Marriage
50¢ March 28, 2010 Think Green Volume 84, No. 13 Recycle this paper Go Green todayscatholicnews.org Serving the Diocese of Fort Wayne-South Bend Go Digital TTODAYODAY’’SS CCATHOLICATHOLIC Holy Week liturgies Pages 11-13 The great dignity and graces Pilgrimage of marriage Renew and refresh Pages 2, 5 Bishop Kevin C. Rhoades opens diocesan marriage conference BY DIANE FREEBY Apology Pope announces steps NOTRE DAME — Marriage is a vocation, a specific call from God, that provides a path to holiness. for healing According to Bishop Kevin C. Rhoades, who opened the Diocesan Marriage and Family Conference Page 4 March 20 at the University of Notre Dame, we need look no further than Christ’s presence at the wedding feast of Cana. He says that’s when God elevated mar- riage to a sacrament. “Our Lord was teaching us by His presence there,” Saint Joseph’s said Bishop Rhoades. “Perhaps the most fundamental pastoral visit message of the wedding banquet at Cana is Our Lord’s presence, His active presence. And this was at the very Bishop visits high school beginning of His messianic activity, a significant point to ponder.” Page 8 Reflecting on a talk he recently gave to married couples while on pilgrimage in the Holy Land, Bishop Rhoades spoke about the great dignity of marriage and the countless graces that correspond to the vocation of marriage. He pointed to the transformation of water Hope and suffering into wine as Christ’s visible sign that He was raising Lenten Sharing Faith the natural institution of marriage to the dignity of a sacrament. -
Haitian Culture Curriculum Guide Grades K-5
The School Board of Broward County, Florida Benjamin J. Williams, Chair Beverly A. Gallagher, Vice Chair Carole L. Andrews Robin Bartleman Darla L. Carter Maureen S. Dinnen Stephanie Arma Kraft, Esq. Robert D. Parks, Ed.D. Marty Rubinstein Dr. Frank Till Superintendent of Schools The School Board of Broward County, Florida, prohibits any policy or procedure which results in discrimination on the basis of age, color, disability, gender, national origin, marital status, race, religion or sexual orientation. Individuals who wish to file a discrimination and/or harassment complaint may call the Director of Equal Educational Opportunities at (754) 321-2150 or Teletype Machine TTY (754) 321-2158. Individuals with disabilities requesting accommodations under the Americans with Disabilities Act (ADA) may call Equal Educational Opportunities (EEO) at (754) 321-2150 or Teletype Machine TTY (754) 321-2158. www.browardschools.com Haitian Culture Curriculum Guide Grades K-5 Dr. Earlean C. Smiley Deputy Superintendent Curriculum and Instruction/Student Support Sayra Velez Hughes Executive Director Multicultural & ESOL Program Services Education Elizabeth L. Watts, Ph.D. Multicultural Curriculum Development/Training Specialist Multicultural Department Broward County Public Schools ACKNOWLEDGMENT Our sincere appreciation is given to Mrs. Margaret M. Armand, Bilingual Education Consultant, for granting us permission to use her Haitian oil painting by Francoise Jean entitled, "Children Playing with Kites” for the cover of the Haitian Culture Curriculum Guide Grades K-5. She has also been kind enough to grant us permission to use artwork from her private collection which have been made into slides for this guide. TABLE OF CONTENTS Writing Team................................................................................................................................. i Introduction .................................................................................................................................. -
Catholic Church Walks with the Haitian People
Catholic Church Walks With the Haitian People MONSIGNOR PATRICK ARIS he mission of the Catholic Church in Haiti is, first of all, to spread the Good News. The local church walks alongside the Haitian people and gives the Gospel a voice in their T daily lives and in the lives of those whom society leaves behind. “We have created a ‘throwaway’ culture which security and respect for the law. is now spreading,” Pope Francis writes in Evan- The result: Haiti’s achievements as the first gelii Gaudium. “It is no longer simply about Caribbean island to throw off colonialism and the exploitation and oppression, but something new. first nation in the Western hemisphere to com- Exclusion ultimately has to do with what it means pletely abolish slavery remain in the past. Our to be a part of the society in which we live … The future has no face. excluded are not the ‘exploited’ but the outcast, the ‘leftovers.’”1 MANY TYPES OF SUFFERING Haiti was born as a nation in 1804 after a rebel- The English verb “to suffer” is closest in meaning lion ended slavery and French colonial rule on the to the French souffrir. Although both words can island. In its turbulent and challenging history, refer to pain or distress, souffrir carries additional Haiti has had a king, two emperors, presidents, shadings: to experience, to endure, to go through. dictators, military rule and 23 constitutions. But Those nuances apply when I speak of the Haitians, from government to government, the Haitian peo- a proud people who have known many types of ple have lacked the successful nation-building, suffering, including state oppression, corruption, freedom and power that could create and main- ignominy, epidemic illness and natural disasters. -
States of Origin: Influences on Research Into the Origins of Life
COPYRIGHT AND USE OF THIS THESIS This thesis must be used in accordance with the provisions of the Copyright Act 1968. Reproduction of material protected by copyright may be an infringement of copyright and copyright owners may be entitled to take legal action against persons who infringe their copyright. Section 51 (2) of the Copyright Act permits an authorized officer of a university library or archives to provide a copy (by communication or otherwise) of an unpublished thesis kept in the library or archives, to a person who satisfies the authorized officer that he or she requires the reproduction for the purposes of research or study. The Copyright Act grants the creator of a work a number of moral rights, specifically the right of attribution, the right against false attribution and the right of integrity. You may infringe the author’s moral rights if you: - fail to acknowledge the author of this thesis if you quote sections from the work - attribute this thesis to another author - subject this thesis to derogatory treatment which may prejudice the author’s reputation For further information contact the University’s Director of Copyright Services sydney.edu.au/copyright Influences on Research into the Origins of Life. Idan Ben-Barak Unit for the History and Philosophy of Science Faculty of Science The University of Sydney A thesis submitted to the University of Sydney as fulfilment of the requirements for the degree of Doctor of Philosophy 2014 Declaration I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person, nor material which to a substantial extent has been accepted for the award of any other degree or diploma of a University or other institute of higher learning. -
Book Reviews
BOOK REVIEWS COSMOS, CHAOS, AND THE WORLD TO COME: THE ANCIENT ROOTS OF APOCALYPTIC FAITH. By Norman Cohn. New Haven: Yale University, 1993. Pp. 271. $30. Cohn's The Pursuit of the Millennium, originally published in 1957, is a classic study of apocalypticism in the Middle Ages. Now, 36 years later, Cohn returns to the topic but pushes his inquiry back to pre- Christian times in a quest for origins. His concern is "with a major turning-point in the history of human consciousness." The ancient world, until about 1500 B.C.E., had a consistent view of the world, which Cohn describes as "static yet anxious." This view was usually expressed in a myth of primordial combat. The world had been set in order by a god or gods, and was essentially immutable, but was always threatened by evil, destructive forces that were suppressed but never annihilated. Then, some time between 1500 and 1200, Zoroaster rad ically reinterpreted the Iranian version of the combat myth, and in troduced a linear view of history. "The time would come when, in a prodigious final battle, the supreme god and his supernatural allies would defeat the forces of chaos and their human allies and eliminate them once and for all." Thereafter, the world would be forever secure. This view of history was unheard of before Zoroaster, but it had a profound impact on certain Jewish groups. "Above all it influenced the Jesus sect, with incalculable consequences." Cohn gives us a concise summary of his findings on pp. 227-28. This is a bold, provocative thesis. -
Creation, Evolution, and the Human Genome
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1990 Volume VI: Genetics Creation, Evolution, and the Human Genome Curriculum Unit 90.06.09 by Anthony B. Wight Students are generally introduced to topics of diversity and heredity in 7th and 8th grade science classes. These topics are explored further in a variety of Biology courses during the first or second year of high school. This unit is aimed primarily at students in the upper grades of high school for whom an interdisciplinary setting might provide rich interplay between scientific evidence and broad reaching ideas and questions about evolution. In my school, a magnet public high school of about 240 students, I have undertaken the development of just such an interdisciplinary science and humanities course with one of my colleagues from our English Department. During one quarter of the year (nine weeks) students can enroll in an intensive seminar of this nature which meets for three hours daily. Although this may seem to most teachers to be an enormous amount of time to prepare for, it offers exceptional opportunities for extended study, research, writing, and discussion. In this unit I present an overview of the science curriculum for this seminar; my colleague has prepared separately a plan for the humanities curriculum. Since we teach together for the entire three hours daily we blend ideas and draw upon each other as resources throughout the course. For the purposes of organization, I have divided the unit into three themes: I. The Origins of Life: Creation vs. Science? This first theme sets the stage for inquiry and seeks to engage students at a variety of levels, providing “hooks and handles” for the humanities component of the interdisciplinary seminar through readings from several creation myths and posing some “unanswered questions in science.” II. -
Rethinking Abiogenesis: Part 1, Continuity of Life Through Time Emily Boring Emily Boring, J
Article Rethinking Abiogenesis: Part 1, Continuity of Life through Time Emily Boring Emily Boring, J. B. Stump, and Stephen Freeland Evolution teaches that any particular organism, population, or species is a point on a continuous lineage that extends back to life’s origins. Apparent discontinuities (for example, species) often reflect subjective, human decisions as much or more than objective measurements. In the same way, no intrinsic, objective reason identifies any particular moment in the development of biochemical complexity as the origin of life J. B. Stump other than the origin of the universe itself. There is no natural breakpoint presented by the physical universe. Focusing excessively on any other points robs science of impor- tant context and is detrimental to future progress—for example, by failing to extend our view one notch further back in order to understand how and why this particular point emerged. We advocate, instead, a view of abiogenesis that stresses continuity over particular “starting points.” This way invites rich resonances with strands of historical and contemporary theology. Stephen Freeland ne of the standard objections to encompasses the one continuous (and as- biological evolution is that there yet-incomplete) transition from the origin O is no scientific explanation for of time.4 A different way to express this how life could emerge from nonlife. A idea is that this perspective of continuity standard response to this objection is that in abiogenesis opens up interesting ques- the theory of evolution deals with only tions on a number of different practical the diversification of life, not the origin fronts for interdisciplinary research, both of life.1 Indeed, one form of this argu- within science and beyond, including ment is that the emergence of “life” and rich new pairings of theology with evolu- “evolution” can usefully be distinguished tionary science. -
The Fondation Vincent
The Fondation Vincent Academic and Vocational Training Center and Orphanage Cap Haitien, Haiti In February 2018 an EWWBNA team led by its President, Ed Hill, traveled to Cap Haitien, Haiti and conducted a preliminary assessment of electrical needs of the Fondation Vincent educational complex. The Fondation Vincent is an educational institution located near Cap Haitien run by the Salesian Order of the Catholic Church. The Salesians took over the administration from the Haitian government in 1955 and greatly expanded its activity. Fondation Vincent provides primary/secondary schooling, agriculture education, and vocational training in several trades (electricity, woodwork, construction and metal trades, auto mechanics and sewing). Over 1000 attend classes, and the orphanage provides housing and meals for over 100 homeless children. Father Pierre is director of the Fondation Vincent, and he is a former trainee of the metal trades training program. Italian priest Father Attilio is director of the orphanage Bishop Ducange of Port-au-Prince is a former director of Fondation Vincent. EWWBNA team observations: Diesel generators providing electricity for the complex are too expensive to run Solar system in conjunction with the generators would greatly reduce costs Lighting should be converted to LED to reduce load on proposed solar system There exists a poor quality solar system in the area of the orphanage, the electrical training shop and sewing school. The system is not working. Two of three well systems are not working, and need to be fixed. EBWWNA Team Recommendations: Electrical Engineer needs to make a site visit to evaluate all electrical needs and develop work plan before EBWWNA volunteers can be sent to assist Fondation Vincent can greatly improve upon its electrical training program Train-trainers program could take place in conjunction with electrical upgrade of the Fondation Vincent Need to link training to local jobs USAID Funded Power Plant near Cap Haitien.