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Lesson. 8 Devotional Paths to the Divine
Grade VII Lesson. 8 Devotional paths to the Divine History I Multiple choice questions 1. Religious biographies are called: a. Autobiography b. Photography c. Hierography d. Hagiography 2. Sufis were __________ mystics: a. Hindu b. Muslim c. Buddha d. None of these 3. Mirabai became the disciple of: a. Tulsidas b. Ravidas c. Narsi Mehta d. Surdas 4. Surdas was an ardent devotee of: a. Vishnu b. Krishna c. Shiva d. Durga 5. Baba Guru Nanak born at: a. Varanasi b. Talwandi c. Ajmer d. Agra 6. Whose songs become popular in Rajasthan and Gujarat? a. Surdas b. Tulsidas c. Guru Nanak d. Mira Bai 7. Vitthala is a form of: a. Shiva b. Vishnu c. Krishna d. Ganesha 8. Script introduced by Guru Nanak: a. Gurudwara b. Langar c. Gurmukhi d. None of these 9. The Islam scholar developed a holy law called: a. Shariat b. Jannat c. Haj d. Qayamat 10. As per the Islamic tradition the day of judgement is known as: a. Haj b. Mecca c. Jannat d. Qayamat 11. House of rest for travellers kept by a religious order is: a. Fable b. Sama c. Hospice d. Raqas 12. Tulsidas’s composition Ramcharitmanas is written in: a. Hindi b. Awadhi c. Sanskrit d. None of these 1 Created by Pinkz 13. The disciples in Sufi system were called: a. Shishya b. Nayanars c. Alvars d. Murids 14. Who rewrote the Gita in Marathi? a. Saint Janeshwara b. Chaitanya c. Virashaiva d. Basavanna 1. (d) 2. (b) 3. (b) 4. (b) 5. (b) 6. (d) 7. -
SIKHISM Part 2 Unit 3: the Guru Granth Sahib, the Final Guru
SIKHISM Part 2 Unit 3: The Guru Granth Sahib, The Final Guru What this unit contains There were 10 human Gurus. The Guru Granth Sahib, the final Guru - its contents, use and central place in the Gurdwara. Akhand Path – special reading of the Guru Granth Sahib. Beliefs taught through the Guru Granth Sahib. Where the unit fits and how it builds upon This unit builds on work covered in previous units. It extends understanding about the contents, use previous learning and significance of the Guru Granth Sahib. Extension activities and further thinking Link the dates of the Gurus to other significant world events. Consider how it might have changed Sikhism if one of the Gurus had been a woman. Research how the Gurus lived under religious persecution. Vocabulary SMSC/Citizenship Ik Onkar sacred text Mool Mantra Granthi Equality of all - gender, race and creed. Guru Akhand Path Guru Gobind Singh immortal Beliefs about creation. Sikh Gurmurkhi Guru Granth Sahib Gurdwara Beliefs in a divine creator. Sikhism Having a personal set of beliefs and values. Lambeth Agreed Syllabus for Religious Education Teaching unit SIKHISM Part 2 Unit 3:1 Unit 3: The Guru Granth Sahib, The Final Guru SIKHISM Part 2 Unit 3 Session 1 A A Learning objectives T T Suggested teaching activities Sensitivities, points to note, 1 2 resources Pupils should: Before the lesson set up a Guru Timeline with details / biographies of Resources √ each on handouts and blank Guru information sheets on which to Poster / picture of the Gurus. know the chronology record collected information for Guru Nanak and Guru Gobind Singh 'Celebrate Sikh festivals' and names of the 10 and sheets with detailed information about the remaining Gurus. -
Forgotten Legacy: an Endeavor to Highlight Heritage Food of Egyptian Bedouins
EUROPEAN JOURNAL OF CULTURAL MANAGEMENT & POLICY || Vol. 9, Issue 1, 2019 || ISSN 2663-5771 Forgotten legacy: an endeavor to highlight heritage food of Egyptian Bedouins Mostafa Abdulmawla Hesham Ezzat Saad Fayoum University, Egypt; visiting PhD Fayoum University, Egypt Researcher to University of Salento, Italy [email protected] [email protected] Francesca Imperiale Omar Qoura University of Salento, Italy Fayoum University, Egypt [email protected] [email protected] Mohamed Abd El-Wahab Morsy Fayoum University, Egypt [email protected] ABSTRACT Despite the issue of food heritage having an important debate around the globe, there is still inconclusive literature addressing Egyptian heritage food in general, and particularly the gastronomic heritage of Egyptian Bedouins. The main argument of the Keywords: current study is firstly to identify a set of genuine heritage foods of Egyptian Bedouins Cultural Heritage by using explicit criteria. Then, transfer the data to develop a documented recipe book for these meals, which is intended to be an initial phase of promoting them as a Heritage food unique component of the Egyptian cultural legacy. The target population of the study is the Egyptian Bedouin society, both in the western and eastern deserts. Through Egyptian a qualitative approach, 15 semi-structured interviews with elderly local people were Bedouins undertaken before conducting a focus group with six Bedouin experts. The findings Bedouin food section reported eight heritage foods of Egyptian Bedouins and produced a recipe book for them. Food heritage ACKNOWLEDGEMENTS We would like to express our endless gratitude to all Egyptian Bedouins who helped us to compile the field data. -
Kirtan Leelaarth Amrutdhaara
KIRTAN LEELAARTH AMRUTDHAARA INSPIRERS Param Pujya Dharma Dhurandhar 1008 Acharya Shree Koshalendraprasadji Maharaj Ahmedabad Diocese Aksharnivasi Param Pujya Mahant Sadguru Purani Swami Hariswaroopdasji Shree Swaminarayan Mandir Bhuj (Kutch) Param Pujya Mahant Sadguru Purani Swami Dharmanandandasji Shree Swaminarayan Mandir Bhuj (Kutch) PUBLISHER Shree Kutch Satsang Swaminarayan Temple (Kenton-Harrow) (Affiliated to Shree Swaminarayan Mandir Bhuj – Kutch) PUBLISHED 4th May 2008 (Chaitra Vad 14, Samvat 2064) Produced by: Shree Kutch Satsang Swaminarayan Temple - Kenton Harrow All rights reserved. No part of this book may be used or reproduced in any form or by any means without written permission from the publisher. © Copyright 2008 Artwork designed by: SKSS Temple I.T. Centre © Copyright 2008 Shree Kutch Satsang Swaminarayan Temple - Kenton, Harrow Shree Kutch Satsang Swaminarayan Temple Westfield Lane, Kenton, Harrow Middlesex, HA3 9EA, UK Tel: 020 8909 9899 Fax: 020 8909 9897 www.sksst.org [email protected] Registered Charity Number: 271034 i ii Forword Jay Shree Swaminarayan, The Swaminarayan Sampraday (faith) is supported by its four pillars; Mandir (Temple), Shastra (Holy Books), Acharya (Guru) and Santos (Holy Saints & Devotees). The growth, strength and inter- supportiveness of these four pillars are key to spreading of the Swaminarayan Faith. Lord Shree Swaminarayan has acknowledged these pillars and laid down the key responsibilities for each of the pillars. He instructed his Nand-Santos to write Shastras which helped the devotees to perform devotion (Bhakti), acquire true knowledge (Gnan), practice righteous living (Dharma) and develop non- attachment to every thing material except Supreme God, Lord Shree Swaminarayan (Vairagya). There are nine types of bhakti, of which, Lord Shree Swaminarayan has singled out Kirtan Bhakti as one of the most important and fundamental in our devotion to God. -
Das Ramayana Nach Valmiki
Revidierte Fassung der Examensarbeit Das Ramayana Das Ramayana nach Valmiki von Volker Schlee 1984 nach Valmiki Die vorliegende Ausgabe beruht auf einer alten Textvorlage zu meiner Examensarbeit 1984 in Wesen und Wandel und illustriert mit Bildmaterial unter der Genehmigung von Peter Rum Verfasser: www.reise-know-how.de/ Volker Schlee Fotos: Volker Schlee www.terraculta.org Originaltitel von 1984 Das Ramayana nach Valmiki Verfasser: Volker Schlee Detmolderstraße 197 4800 Bielefeld Vorgelegt am: 24.4.1984 (c) Volker Schlee 1983-2012 1 Inhaltsverzeichnis Das Buch vom Walde = Aranya-Kanda 28 Vorwort (zur Originalausgabe 3 Das Buch der Affenhauptstadt = Kishkindah-Kanda 28 Zur Zielsetzung und Motivation der Arbeit 3 Das schöne Buch = Sundara-Kanda 28 Geschichte 4 Das Buch vom Kampfe = Yuddhya-Kanda 29 Auf den Spuren der Indus - Kultur 4 Das letzte Buch = Uttara-Kanda 29 Im 500-Jahresschritt zum Christentum 6 Zu Art und Glaubwürdigkeit der Überlieferungen 6 Schlussbemerkung 30 Auf der Suche nach einem Zuhause 7 Die erstan Arien gelangen an den Indus 7 Anmerkungen 31 Die Städtezerstörer 9 ‘Die Zeit der Rivalitäten’ 9 Primärliteratur 32 Götter-Urwald und Kastenwesen 10 Sekundärliteratur 32 Zum Kassenwesen 10 Die Götter fliehen in den Himmel 12 Anhang 34 Die Klassische Periode 12 (*1) Kunstmärchen und -epen in der Neuzeit: 34 Buddhismus 14 (*2) geschichtliche Analogien 34 (*3) Die erste deutsche Komplettübersetzung 34 Das Ramayana 17 (*4) Entstehungszeit 34 Art der Überlieferungen Ramas erster Besuch in Deutschland Ramayana - Bibliothek VolkerSchlee -
An Introduction to Sikhism : Theme 2: Religious Concepts
GCE A LEVEL An Introduction to Sikhism : Theme 2: Religious concepts Knowledge and understanding of religion and belief 2B Concept of the soul AO1 Theme 2: Religious concepts Knowledge and understanding of religion and belief Exploring Sikh teachings concerning self, death, afterlife and meaning and purpose of life, with reference to: A. Philosophical understanding of the Sikh concept of God: God is the one, the only one and the one without a second; symbolism of Ik Onkar (Adi Granth 929,1035,1037); God as personal – Adi Granth 784, 1190; God as nirguna (without attributes) and saguna (with attributes); God as omnipotent and omniscient; God as creator and sustainer of life – Adi Granth 25, 684,700; God as immanent and transcendent. The soul: B. Nature of the soul - divine spark of Waheguru, ethereal and non-material; union with Waheguru. The aim of breaking cycle of rebirth; journey of the soul through many life forms to attain this aim; stages of development on the path of enlightenment including stage of Saram Khand, the realm of effort and realm of grace; monist and monotheistic understanding of the relationship between God and the soul. C. Karma, rebirth and mukti: Philosophical understanding of the path of liberation – replacement of ignorance by spiritual enlightenment affected by God’s Grace – it is the meaning and purpose of life; the role of karma and transmigration of the soul; union with God – Adi Granth 1127, 905, 275 as the meaning and purpose of Sikh life. Issues for analysis and evaluation will be drawn from any aspect of the content above, such as: • The relevant importance of the Sikh concept of God in relation to other concepts. -
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. -
Talks with Ramana Maharshi
TALKS WITH SRI RAMANA MAHARSHI Volume One FOREWORD* The “Talks”, first published in three volumes, is now issued a handy one-volume edition. There is no doubt that the present edition will be received by aspirants all over the world with the same veneration and regard that the earlier edition elicited from them. This is not a book to be lightly read and laid aside; it is bound to prove to be an unfailing guide to increasing numbers of pilgrims to the Light Everlasting. We cannot be too grateful to Sri Munagala S. Venkataramiah (now Swami Ramanananda Saraswati) for the record that he kept of the “Talks” covering a period of four years from 1935 to 1939. Those devotees who had the good fortune of seeing Bhagavan Ramana will, on reading these “Talks”, become naturally reminiscent and recall with delight their own mental record of the words of the Master. Despite the fact that the great Sage of Arunachala taught for the most part through silence, he did instruct through speech also, and that too lucidly without baffling and beclouding the minds of his listeners. One would wish that every word that he uttered had been preserved for posterity. But we have to be thankful for what little of the utterances has been put on record. These “Talks” will be found to throw light on the “Writings” of the Master; and probably it is best to study them along with the “Writings”, translations of which are available. Sri Ramana’s teachings were not given in general. In fact, the Sage had no use for “lectures” or “discourses”. -
Modern-Baby-Names.Pdf
All about the best things on Hindu Names. BABY NAMES 2016 INDIAN HINDU BABY NAMES Share on Teweet on FACEBOOK TWITTER www.indianhindubaby.com Indian Hindu Baby Names 2016 www.indianhindubaby.com Table of Contents Baby boy names starting with A ............................................................................................................................... 4 Baby boy names starting with B ............................................................................................................................. 10 Baby boy names starting with C ............................................................................................................................. 12 Baby boy names starting with D ............................................................................................................................. 14 Baby boy names starting with E ............................................................................................................................. 18 Baby boy names starting with F .............................................................................................................................. 19 Baby boy names starting with G ............................................................................................................................. 19 Baby boy names starting with H ............................................................................................................................. 22 Baby boy names starting with I .............................................................................................................................. -
Sikhism Reinterpreted: the Creation of Sikh Identity
Lake Forest College Lake Forest College Publications Senior Theses Student Publications 4-16-2014 Sikhism Reinterpreted: The rC eation of Sikh Identity Brittany Fay Puller Lake Forest College, [email protected] Follow this and additional works at: http://publications.lakeforest.edu/seniortheses Part of the Asian History Commons, History of Religion Commons, and the Religion Commons Recommended Citation Puller, Brittany Fay, "Sikhism Reinterpreted: The rC eation of Sikh Identity" (2014). Senior Theses. This Thesis is brought to you for free and open access by the Student Publications at Lake Forest College Publications. It has been accepted for inclusion in Senior Theses by an authorized administrator of Lake Forest College Publications. For more information, please contact [email protected]. Sikhism Reinterpreted: The rC eation of Sikh Identity Abstract The iS kh identity has been misinterpreted and redefined amidst the contemporary political inclinations of elitist Sikh organizations and the British census, which caused the revival and alteration of Sikh history. This thesis serves as a historical timeline of Punjab’s religious transitions, first identifying Sikhism’s emergence and pluralism among Bhakti Hinduism and Chishti Sufism, then analyzing the effects of Sikhism’s conduct codes in favor of militancy following the human Guruship’s termination, and finally recognizing the identity-driven politics of colonialism that led to the partition of Punjabi land and identity in 1947. Contemporary practices of ritualism within Hinduism, Chishti Sufism, and Sikhism were also explored through research at the Golden Temple, Gurudwara Tapiana Sahib Bhagat Namdevji, and Haider Shaikh dargah, which were found to share identical features of Punjabi religious worship tradition that dated back to their origins. -
Interfaith on the Internet
INTERFAITH ON THE INTERNET VIRTUAL REFLECTIONS ON RELIGION COPING WITH CRISIS • THE PERSONAL IS POLITICAL • BORDER & PLACE • PHOTOGRAPHY • SCHOLARSHIP • RITUAL & PRACTICE • ARTS & LITERATURE • EXPERIENCING THE DIVINE Anna Aversa Bryce Couperus Aitan S Maeir Roman Catholicism The Church of Jesus Christ of Judaism Journalism and Religious Studies Latter-day Saints Psychology and Cedarburg, WI Russian Neurobiology (Pre-Med) Mellen, WI Skokie, IL Osama Fattouh Azariah Horowitz Calvin Floyd Islam Judaism Christianity Neurobiology Spanish and French Envr. Studies Madison, WI Milwaukee, WI and History Ann Arbor, MI Milan Stolpman Danielle Wendricks Kally Leidig Roman Catholicism Spirituality Atheism Microbiology, Global Community & Nonprofit Poli Sci, Econ, and Health, and Sustainability Leadership and History Envr. Studies Minneapolis, MN Madison, WI Lino Lakes, MN Grace Landrum Aerin Leigh Lammers Yaseen Najeeb Christianity Reform Judaism Islam Social Work English, Comm Arts, Political Science Green Bay, WI and Poli Sci Milwaukee, WI St. Louis, MO Maya Reinfeldt Amanjot (Amy) Yadev Ethan C. Dickler Russian Orthodoxy Sikhi Roman Catholicism Russian Literature and Neurobiology and Gender & English Literature International Studies Women’s Studies Mineral Point, WI Verona, WI Menomonee Falls, WI Calvin Floyd Jake Henry Laura Alvarez Christianity Judaism Christianity Envr. Studies Microbiology Biological and History Minneapolis, MN Systems Engr Ann Arbor, MI Cali, Colombia Anusha Mehta Mukadas Abdullah Hinduism/Jainism Islam Health Promotion Health