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International Review for the History of Religions
INTERNATIONAL REVIEW FOR THE HISTORY OF RELIGIONS EDITED ON BEHALF OF THE INTERNATIONAL ASSOCIATION FOR THE HISTORY OF RELIGIONS by M. HEERMA VAN VOSS, E. J. SHARPE, R. J. Z. WERBLOWSKY VOLUME XXVIII F:'b r- t--w LEIDEN E. J. BRILL 1981 CONTENTS Articles JOHNC. HOLT, Assisting the Dead by Venerating the Living. 1 ALAN MILLAR and JOHN K. RICHES, Interpretation: a theore- tical perspective and some applications ......................... 29 G. R. H. WRIGHT, Dumuzi at the court of David ............... 54 A. T. KRAABEL, The Disappearance of the "God-fearers" .... 113 LUTHER H. MARTIN, Josephus' Use of Heimarmene in the Jewish AntiquitiesXIII, 171-3 .................................... 127 JORUNN JACOBSEN BUCKLEY, The Mandaean Tabahata Masiqta ......... ......... ....................... ...... 138 I. FRIEDRICHSILBER, Dissent through holiness: the case of the radical renouncer in Theravada Buddhist countries.......... 164 RICCARDO M. FRACASSO, Manifestazioni del simbolismo assiale nelle tradizioni cinesi antiche ............................ 194 R. S. NEWMAN,Faith is All! Emotion and Devotion in a Goan Sect ............................................................ 216 Review articles WOLF B. OERTER, Zur Bildersprache des Manichaiismus ...... 64 VITALY A. RUBIN, Values of Confucianism ....................... 72 R. J. Z. WERBLOWSKY,Collected essays........................... 81 R. J. Z. WERBLOWSKY,Polemics .................................... 86 Book reviews Julian Apostata, hrsg. von Richard Klein (G. W. BOWERSOCK) 88 Yuyama, Akira, SystematischeUbersicht -
Competing As Lawyers
Hear students’ thoughts Forget candy, flowers. Sideravages run Disney: about how Feb. 14 What ideal gifts would 48 miles in four days. should be celebrated. you give loved ones? Sound crazy? It’s true! Read page 3. Read pages 6, 7. Read page 8. February 2018 Kennedy High School 422 Highland Avenue The Waterbury, Conn. 06708 Eagle Flyer Volume XIII, Issue V Competing Legal Eagles: Kennedy’s Mock Trial team as lawyers By Jenilyn Djan Staff Writer Win or lose...they still prevailed. Students are already contemplat- ing the 2018 season after competing at the Waterbury Courthouse Thurs- day Dec. 7, 2017 for the Mock Trial Regional competition, where students practiced a semi-altered case mimick- ing an actual trial about whether a man was guilty for the deaths of four fam- ily members aboard his ship. Students won their defense while the prosecu- tion side lost. “It was a good season, even though I was just an alternate. I was able to learn a lot this year,” Melany Junco, a sophomore. Students have been practicing since August 29, 2017 once a week every Monday for this competition, and have even done a few Saturday and addi- LEGAL EAGLES tional practice sessions to be more pre- The defense side of the team won vance to the next round next season. Kennedy’s Mock Trial team competed at the Waterbury Court Thursday, Dec. 7, 2017. They won one case and lost another. Members are, their case, but the prosecution lost. “Our team worked really hard this pared. front row, left to right: sophomores Nadia Evon, Melany Junco, juniors Risper “Even though we lost at the com- “Even though we lost, I thought our year and next year we’ll work even Githinji, Jenilyn Obuobi-Djan, Derya Demirel, Marin Delaney, Kaitlyn Giron, and petition, the students did great,” said prosecution did great,” said Kariny harder to advance,” said William sophomore Samarah Brunette. -
Diocesan Bishop's Office
Journal of Proceedings 2013 Annual Convention Section 1: 2013 Convention Minutes Section 3: Reports to the 103rd Annual Convention Clergy & Staff Transitions (A.6) 25 2013 Convention Minutes 2-14 Final Agenda (A.11) 26-27 Nominations Committee report (B.3) 28-34 Action Items Candidates for Deputy to General Convention (B.4) 35-40 2014 Diocesan Operating Budget 6 Resolutions Committee (D.3) 41-49 Constitution and Canons 7-8 Courtesy Resolutions (D.4) 50-52 Committee on Constitution and Canons (E.1) 53-56 Ballot Reports Convention Committees (E.2) 57 Report of the First Ballot 4 Personnel Commission (E.3) 58-59 Report of the Second Ballot 6 Standing Committee (E.4) 60 Report of the Third Ballot 9 Board of Directors (E.5) 61-64 Report of the Fourth Ballot 13 Diocesan Council (E.6) 65-67 Commission on Ministry (E.7) 68 Resolutions 10-13 Report on 2012 Resolution #4(E.8) 69-70 Courtesy Resolutions 10-11 Committee on Privilege (E.9) 71-72 Resolution #1—2015 Diocesan assessment rate 10 Archives 73-74 Resolution #2—Cost of Living adjustment for 2014 10 Resolution #3—Supply clergy 10 Section 4: Leadership Lists Resolution #4—Call for prayers for the people and Congregations in the Diocese of Olympia 75 church in El Salvador during a challenging Officers of the Convention 76 transition time 4 Standing Committee 76 Resolution #5—Divestment from Fossil Fuels 11-12 Board of Directors 76 Resolution #6—Amend Canon 7:The Fund Bishop’s Office Staff 76 of the Diocese 12-13 Diocesan Council 77 Diocesan Canonically Resident Clergy (A.5) 78-80 Awards / Appointments -
But Why: a Podcast for Curious Kids Are There Underground Cities
But Why: A Podcast for Curious Kids Are There Underground Cities? January 5, 2018 [00:00:20] This is [00:00:21] But Why: A Podcast For Curious Kids from Vermont Public Radio. On this show we take your questions on anything from science to art to history to ethics. And we find interesting people to help answer them. [00:00:37] Sometimes we answer them ourselves and sometimes we get to go on field trips to answer your questions. That's my favorite. I'll tell you how to ask your own question at the end of the episode. I am actually outside right now and I am not going to stay outside for very long. I am in Montreal, in Canada, and it is minus 5 degrees out. That's Fahrenheit. If you live here in Canada you'd say it's minus 20 Celsius. I am freezing. My toes are froze. This is the kind of weather that freezes the little hairs inside your nostrils. So I'm going to go inside but that's perfect because that's where we need to go [00:01:22] to answer today's question. My name is Wyatt and I live Los Angeles. And I am five years old. [00:01:32] I want to know if there is underground cities? Well it just so happens I am standing outside a sign that says "Reseau" which in Montreal represents the underground city. Let's go in. [00:01:49] Okay. I am now inside the McGill metro station. But this is more than a subway or a tube stop. -
DOCUMENT RESUME ED 262 131 UD 024 468 TITLE Hawaiian
DOCUMENT RESUME ED 262 131 UD 024 468 TITLE Hawaiian Studies Curriculum Guide. Grade 3. INSTITUTION Hawaii State Dept. of Education, Honolulu. Office of Instructional Services. PUB DATE Jan 85 NOTE 517p.; For the Curriculum Guides for Grades K-1, 2, and 4, see UD 024 466-467, and ED 255 597. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF02/PC21 Plus Postage. DESCRIPTORS *Cultural Awareness; *Cultural Education; Elementary Education; *Environmental Education; Geography; *Grade 3; *Hawaiian; Hawaiians; Instructional Materials; *Learning Activities; Pacific Americans IDENTIFIERS *Hawaii ABSTRACT This curriculum guide suggests activities and educational experiences within a Hawaiian cultural context for Grade 3 students in Hawaiian schools. First, an introduction discussesthe contents of the guide; the relationship of classroom teacher and the kupuna (Hawaiian-speaking elder); the identification and scheduling of Kupunas; and how to use the guide. The remainder of thetext is divided into two major units. Each is preceded byan overview which outlines the subject areas into which Hawaiian Studies instructionis integrated; the emphases or major lesson topics takenup within each subject area; the learning objectives addressed by the instructional activities; and a key to the unit's appendices, which provide cultural information to supplement the activities. Unit I focuseson the location of Hawaii as one of the many groups of islands in the Pacific Ocean. The learning activities suggestedare intended to teach children about place names, flora and fauna,songs, and historical facts about their community, so that they learnto formulate generalizations about location, adaptation, utilization, and conservation of their Hawaiian environment. Unit II presents activities which immerse children in the study of diverse urban and rural communities in Hawaii. -
“Unpractical Objects” the Concept of the King's Gifts in The
Hugvísindasvið “Unpractical objects” The concept of the King’s Gifts in the Old Norse World Ritgerð til MA-prófs Csete Katona May 2014 Háskóli Íslands Icelandic and Comparative Cultural Studies Viking and Medieval Norse Studies “Unpractical objects” The concept of the King’s Gifts in the Old Norse World Ritgerð til MA-prófs Csete Katona Kt.: 010389-4619 Leiðbeinandi: Torfi H. Tulinius May 2014 Acknowledgements I would like to express my gratitude to many people who supported or helped the writing of this thesis. First of all, to my teachers at the University of Iceland and Aarhus University who apparelled me with the sufficient knowledge to complete this task: Haraldur Bernarðson, Viðar Pálsson, Rúnar Leifsson, Pernille Hermann, Rolf Stavnem, Lisbeth H. Torfing. Secondly, to all the people who supported me on different ways: Lars Rask, Oliver Boesen, Luke Murphy, Steven Shema, Yoav Tirosh, Neils Niller Nilsen and Péter Horog. I would like to particularly thank the support for my supervisors, Torfi H. Tulinius and Agnes S. Arnórsdottir and my original supervisor from my home university (University of Debrecen) Attila Bárány. Abstract According to Actor-Network-Theory, an object can have agency in social relations just as much as humans (Latour, 2005). In Old Norse literature, heroic weapons are well-known examples of objects being actors in the formulation of the plot (Torfing, 2012). However, they can have an important influence not solely for their mighty abilities as tools of violence, but sometimes for an unexpected reason as well: their social importance. This thesis attempts to shed light on the fact that objects are not always handled according to their primary role and function as social symbols rather than actual tools of violence. -
2018 Study Guide Synopsis Prologue: Drosselmeyer’S Workshop
2018 STUDY GUIDE SYNOPSIS PROLOGUE: DROSSELMEYER’S WORKSHOP Drosselmeyer is a toymaker. It’s Christmas Eve in his workshop. Drosselmeyer and his nephew, Karl, finish preparing a very special Nutcracker doll as a gift for Clara Tannenbaum. ACT I: THE TANNENBAUM FAMILY DRAWING ROOM Drosselmeyer and Karl are guests of honor at the Tannenbaum family’s Patrick Howell Christmas celebration. The Tannenbaum children – Clara, Fritz and the eldest Photo: Mark Frohna daughter Marie – anxiously await their arrival. The Tannenbaum children are delighted when their grandparents appear with gifts for each of them. Drosselmeyer and Karl finally arrive and the gift-giving begins. Drosselmeyer charms the children with his magic tricks, producing a frolicking jack doll and shepherdess doll to entertain the guests. Dinner is served, and everyone except Marie, Karl, Drosselmeyer and Clara exit toward the dining room. Drosselmeyer gives Clara her special present – the magic Nutcracker doll. Fritz returns to steal the doll, and, as Clara tries to rescue it, it breaks. Drosselmeyer repairs the Nutcracker as family and friends return from the dining room to make a toast to peace and prosperity. The guests depart, and the Tannenbaum family retires for the evening. Patrick Howell Photo: Mark Frohna THE TRANSFORMATION The drawing room is dark and still as Clara enters to retrieve her Nutcracker doll. Marie follows her younger sister to escort her back to her bedroom. A tall, dark figure enters the room and moves menacingly towards them. Marie challenges the figure, only to find it is Fritz trying to scare them. The drawing room clock chimes midnight and smoke pours out of the fireplace. -
Machonl'morim
Machon L’Morim .*9&/- 0&,/ “Each individual has the right to feel that the world is created for his own sake. As a logical consequence of this conception, each child is entitled to be loved and cared for in order that he may have the possibility of developing to his maximum capability.” “Judaism has special esteem for children, considering them the hope for the future and the basis for the perpetuation of the Torah...Children are the vital links in the continuation of the unbroken chain of the Jewish heritage throughout the ages.” Shoshna Matzner-Bekerman in The Jewish Child: Halakhic Perspectives Judaism has traditionally accorded children a place of honor and esteem within the family and the community. Judaism insists parents provide children with love, trust, compassion, and guidance. Early childhood educators participate in the raising of children virtually at the same level as the parents. The Talmud tells us that “one who teaches the child Torah is considered as if he had borne him.” It is apparent that if we want children to actually experience how they are honored and esteemed as individuals in Jewish tradition, we must do more than teach them about the religion. We ourselves must embody the Jewish values that inform our love and respect. We must project these values through our own interactions with them and with each other, allowing them to feel in an immediate way what it is like to participate in a community based on the love God holds for each of us. These are the values that our rituals, holidays, and practices clothe in celebration and participation. -
Power and Political Communication. Feasting and Gift Giving in Medieval Iceland
Power and Political Communication. Feasting and Gift Giving in Medieval Iceland By Vidar Palsson A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in History in the Graduate Division of the University of California, Berkeley Committee in charge: Professor John Lindow, Co-chair Professor Thomas A. Brady Jr., Co-chair Professor Maureen C. Miller Professor Carol J. Clover Fall 2010 Abstract Power and Political Communication. Feasting and Gift Giving in Medieval Iceland By Vidar Palsson Doctor of Philosophy in History University of California, Berkeley Professor John Lindow, Co-chair Professor Thomas A. Brady Jr., Co-chair The present study has a double primary aim. Firstly, it seeks to analyze the sociopolitical functionality of feasting and gift giving as modes of political communication in later twelfth- and thirteenth-century Iceland, primarily but not exclusively through its secular prose narratives. Secondly, it aims to place that functionality within the larger framework of the power and politics that shape its applications and perception. Feasts and gifts established friendships. Unlike modern friendship, its medieval namesake was anything but a free and spontaneous practice, and neither were its primary modes and media of expression. None of these elements were the casual business of just anyone. The argumentative structure of the present study aims roughly to correspond to the preliminary and general historiographical sketch with which it opens: while duly emphasizing the contractual functions of demonstrative action, the backbone of traditional scholarship, it also highlights its framework of power, subjectivity, limitations, and ultimate ambiguity, as more recent studies have justifiably urged. -
North Fork Mountain and Thorn Creek CFA Action Plan
Action Plan for the North Fork Mountain & Thorn Creek Conservation Focus Area West Virginia Division of Natural Resources January 2021 Table of Contents Executive Summary ........................................................................................................................................... 1 Introduction to the State Wildlife Action Plan & Conservation Focus Areas .................................................... 2 Species of Greatest Conservation Need, Habitats and Stresses ................................................................... 2 Conservation Actions .................................................................................................................................... 2 Conservation Focus Areas and Action Plans ................................................................................................. 3 Climate Change and Resilience ..................................................................................................................... 4 Monitoring and Adaptive Management ....................................................................................................... 5 Organization of this Action Plan .................................................................................................................... 6 How to use this plan ..................................................................................................................................... 7 North Fork Mountain and Thorn Creek Conservation Focus Area .................................................................. -
Underground Space: Good for Sustainable Development, and Vice Versa
Underground Space: Good for Sustainable Development, and Vice Versa International Tunnelling Association (ITA) Open Session World Tunnel Congress, Singapore May, 2004 by Harvey W. Parker Vice President, International Tunnelling Association (ITA) President, Harvey Parker & Associates, Inc. INTRODUCTION Underground Works and Underground Space, which are referred to in this paper as “the Underground” are ideal means for improving the environment and supporting the principles of Sustainable Development. As the examples in this paper will show, this is not a new revelation. Quite the contrary, since man first began to use caves for shelter, use of the underground has protected man and simultaneously enhanced the environment. Throughout time, society has looked to the underground anytime there was 1) a need for a safe haven, or 2) whenever something needed to be protected against harm or for future use or 3) for disposal of undesirable waste or hazardous materials. Long before the environmental movement developed and the concept of sustainable development was conceived, use of the underground resulted in strong contributions toward the principles which, we now know, support sustainable development. At the present time (2004), use of the underground is contributing strongly to the goals of sustainable development. So, what is this thing called sustainable development? This paper addresses the importance of sustainable development to society and to the broad underground industry. This paper addresses the needs for rural areas as well as for developed and developing urban cities. It will be shown that the Underground is synergistic with respect to the environment and sustainable development. The combined effect and benefits of the individual aspects of use of the Underground combine to produce an effect greater than the total of the individual effects. -
Black Santa Claus Painting
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