...Ivyanne London Dr. Bryan English 2010 7 December 2012 The Bhagavad- Gita: Influence on Civil Disobedience Advocates Civil disobedience can be described as the nonviolent means of bringing about social change. The Bhagavad- Gita is a philosophical poem that attempts to ask difficult questions of universal issues that deal with the topic of civil disobedience. The messages that are told throughout the poem have had major influences on civil disobedience advocates such as Henry David Thoreau, Mahatma Gandhi, and Martin Luther King. This work offers explanations that can be applied to dilemmas that can’t be resolved with a simple form of action. According to the Theosophical Society of America, The Bhagavad- Gita, commonly known as the “Gita” has been passed back and forth between America and India through these civil disobedience activists. They each had influences on each other along with the Gita. Some reoccurring themes that may have influenced Thoreau, Gandhi, and King include questions about the right way to live, seeking higher knowledge, and how no action is still a form of action. The version of The Bhagavad- Gita that is told in The Norton Anthology of World Literature, 3rd edition, begins with the moment of crisis in Arjuna’s mind. Arjuna is the middle son of his five brothers who are apart of the Pandavas. He is apart of the warrior caste and is the most skilled and feared archer of his time. They are about to engage in war with their cousins, the Kauravas, because...
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...19 Essays on the Gita VOLUME 19 THE COMPLETE WORKS OF SRI AUROBINDO © Sri Aurobindo Ashram Trust 1997 Published by Sri Aurobindo Ashram Publication Department Printed at Sri Aurobindo Ashram Press, Pondicherry PRINTED IN INDIA Essays on the Gita Publisher’s Note The first series of Essays on the Gita appeared in the monthly review Arya between August 1916 and July 1918. It was revised by Sri Aurobindo and published as a book in 1922. The second series appeared in the Arya between August 1918 and July 1920. In 1928 Sri Aurobindo brought out an extensively revised edition in book form. For the present edition, the text has been thoroughly checked against all previous editions and against the manuscripts of the revised Arya. CONTENTS FIRST SERIES I Our Demand and Need from the Gita 3 II The Divine Teacher 12 III The Human Disciple 20 IV The Core of the Teaching 29 V Kurukshetra 39 VI Man and the Battle of Life 47 VII The Creed of the Aryan Fighter 57 VIII Sankhya and Yoga 68 IX Sankhya, Yoga and Vedanta 81 X The Yoga of the Intelligent Will 94 XI Works and Sacrifice 105 XII The Significance of Sacrifice 114 XIII The Lord of the Sacrifice 124 CONTENTS XIV The Principle of Divine Works 134 XV The Possibility and Purpose of Avatarhood 145 XVI The Process of Avatarhood 158 XVII The Divine Birth and Divine...
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...What is Hinduism? It is the true culture of Indians in India. Many call it "A way of life." It is not an organized religion like Christianity or Islam. It has no founder. It has no Pope. It has no hierarchy. Just a lot of scriptures. In Hindu scriptures, you are actually studying about the history and culture of India, like in 66 books of the Holy Bible you are actually studying about the culture and history of the Jews. Hinduism and Judaism are mothers of all modern religions in the world. Buddhism, Sikhism and to some extent Jainism and Zoroastrianism came from Hinduism. Of course, Jainism existed during Rig Vedic Period. Statues of Rishabha, the first Thirthankara and founder of Jainism was found in the Mohenjadaro, Harappa excavations. Islam and Christianity came from Judaism. Judaism, Islam and Christianity have Abraham as the common father figure. All three have many common prophets. There is even mention about Jesus Christ many times in the Holy Koran. Coming back to Hinduism, C.S. Lewis, the great author and theologist wrote, finally it will come to two religions. Hinduism and Christianity. The first [Hinduism] will grow absorbing ideas and concepts from everywhere and later [Christianity] will keep away from everything that is foreign to it. What C.S. Lewis wrote is very true. Hinduism cannot be destroyed, even if we burn every Hindu scripture and kill every Hindu theologian on earth. Hinduism or Hindu Culture is a very dynamic living, breathing Reality. Strength of Hinduism...
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...On August Sixth and Ninth in 1945 the Japanese Island’s two cities Hiroshima and Nagasaki were bombed with a new type of weapon. The Atomic bomb created to end the Second World War, and to showcase The United States in becoming a Superpower. After the Atomic Bomb use it would affect the cities of Japan for years to come, but also the world leading to a new arms race that still affects us today. II. Essay How can one describe the power of the Atomic Bomb? With the power to bring two cities to its knees and kill thousands of people and affect people for years to come. The Atomic Bomb was used to bring Japan’s unconstitutional surrender. The used of this weapon is still under massive debate, even to this day. Was it ethical to use the Atomic Bomb not once, but twice on one nation? In using the Atomic Bomb on Japan it showed the world the deadly weapon the United States had created it. In the use of the Atomic Bomb we show the world and more importantly Russia what we developed. Now this Atomic age had begun as we enter the time known aa the Cold War. In the late 1930’s European and American physicists discovered how the fission of atoms could create a powerful an explosive weapon. In the year 1939 Albert Einstein would write a letter to President Franklin D. Roosevelt. Albert would warn the President the power of this Atomic age, and how it could be develop in other countries. So in turn the United States government set up a project. This project would be codenamed as “The...
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...Unit Four: Classical Civilizations: Religion and Classical Civilizations A. Read p. 23 (Yes, again.) 1. Question: What is Animism? Answer in a brief paragraph. B. Townsend Harris High School Founders Day Homework Assignment: Select a single Townsend Harris High School alum, and in a one page double spaced font size 12 typed essay (Intro Paragraph, Body Paragraph(s), Conclusion) discuss how they have had an impact on / contributed to the world. Make sure to include biographic details (Where were they born etc.?) and a discussion of their achievements. If you want to do so, list their numerous achievements after your essay. C. Read pp. 92 – 95: (Excerpts taken from) The Epic of Gilgamesh 1. In two brief paragraphs answer the questions found on page 93 Question 1: How would you define the Mesopotamian ideal of kingship? What is the basis of the monarch’s legitimacy? Question 2: What understanding of the afterlife does the epic suggest? Question 3: How does the Epic of Gilgamesh portray the gods and their relationship to humankind? D. Read pp. 95 – 97: Code of Hammurabi Question 1: What sorts of social problems afflicted ancient Mesopotamia? Question 2: To what extent was Mesopotamia patriarchal? E. Read pp. 181 – 183 Question 1: What as distinctive about the Jewish tradition? That is, what was distinctive about Judaism, what made Judaism different from many other religions of the time? F. Read pp...
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...HERITAGE ASSESSMENT LYNN BAKER GRAND CANYON UNIVERSITY: NRS 429 V MARCH 24, 2013 Culture is the foundation of all social distinctiveness and advancement. Culture heritage is the legacy that each generation receives and passes to the next generation. It includes all the aspects of a community’s past and present that is considered valuable and desires to pass on to future generations. People have different beliefs concerning health, illness, diseases, life and death; which are guided by cultural beliefs. This essay will discuss the usefulness of applying a heritage assessment in evaluating the needs of the whole person. Also, I will expound on interviews conducted with three cultural families with comparison differences in health tradition between these cultures on health maintenance, protection and restoration. One of the families to be discussed is the writer of this essay. Heritage assessment is an important step toward building cultural competency. This assessment tool consists of 29 questions that create a way to discuss a person’s beliefs regarding health, illness, spirituality, family support and personal values. The writer grew up in rural Mississippi, with two brothers and one sister in a single family home. We lived on a 65 acre farm surrounded by aunts, uncles, cousins and maternal grandparents. Our ancestry consisted of African-Indian decent. In maintaining health, there were no foods forbidden to eat. Some of the foods eaten were meats, vegetables...
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...literature, popular television, and throughout many different cultures worldwide. Each time questions are answered understanding is gained. This essay will strive to answer some important, though provoking questions. With each question answered the goal is more knowledge and understanding of the topic and more understanding of thyself. By answering these questions the foundations of mythology can be better understood. Basics of Myth First, let’s consider how the word myth is used popularly. In popular literature, popular television, and throughout human interactions the word myth is uses to address or categorize what is really and what is not real. Throughout society myths are used in stories and legends told. Overtime these stories become part of everyday life. This embedment into everyday lives happens through watching science fiction movies, reading fiction books, and other types of literature whether verbal, text, or movies that are about mystical characters. Some more popular legendary and traditional stories told throughout time include that of St. Nicholas, Santa Claus, the Easter bunny, the tooth fairy, and even the stork. These type of myths were created for young children but there are some that are geared towards adults. According to Leonard (2004), "Official myths like the Illiad and Odyssey, The Theogony- or the Bhagavad Gita or the Bible- are inevitably reconstructions from snatches of folklore and legend, artistically put together with an eye for drama and meaning...
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...No Need for More Gun Control Justin Sullivan DeVry University Prewriting What is your narrowed topic? Be detailed in your answer. You can use any of the versions you’ve developed for prior assignments. My chosen topic is the for less gun control in our society. Who is your primary audience or reader? Why? Be detailed in your answer about your audience. My paper is written towards members of our society that believe more stringent gun control is needed. However, the paper will be presented to my professor and classmates. In a sentence or short paragraph, what is your thesis statement, including your angle? Write what will appear in your essay. My point is that What topic sentences will you use as the foundation of your communication? (If necessary, add more points.) * * * * What method of organization and development will you use to develop your paragraphs? * Introduction: * * Body: * * * * * Conclusion: No Need for More Gun Control Turn on a television to just about any news channel, or pick up a newspaper, whether it is local or national and you will most assuredly find a segment on some sort of gun violence. This may be a shooting at a movie theater, a busy market place, a gang fight, or God forbid, an elementary school. These events and other similar events have lead to a question that is prevalent across the country: Should there be more gun laws and therefore more gun...
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...Reference. In my view, "The Tell-Tale Heart" foregrounds different stages of Ego-Evil as the narrator defines himself through the narcissistic eye, the malicious glare, and the enigmatic gaze of the other. In the story, the narrator clearly grounds himself as a powerful Master who can determine all values. As a result, he sees that he is sane, and that his disease is good. His disease has merely "sharpened [his] senses -- not destroyed -- not dulled them" (91). He remains an absolute Master who has an eye for the ultimate Truth, hence he can "calmly tell [the readers] the whole story". This episode foregrounds the way of the eye, which is always on the side of the Subject and its narcissistic fantasy. In the Lacanian context, the eye allows the self to see itself as a unified creature and as a judge, hence the eye is essentially related to the imaginary "identity-building" process. However, as the eye sees what it wants to see, "sight" or "insight" can mean bias. As noted by Ellie Ragland, the eye gives a narcissistic perspective of "unification and fusion" that does not guarantee truth, though it certainly offers a personal "principle of law or judgment" (95). In the story, the eye's bias shows itself when the narrator immediately views the old man's disease in a negative light. The old man's cataract is seen to be the "Evil Eye" (89). If we borrow Martin Buber's concept, we may as well call it the "I-Thou difference." John Cleman believes that the narrator's mental...
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...June 10, 2014 KENNETH S. ROGOFF CURRICULUM VITAE Economics Department, Littauer Center, Harvard University, Cambridge MA 02138-3001, 617495-4022, FAX: 617-495-7330, email: krogoff@harvard.edu Webpage: http://scholar.harvard.edu/rogoff Birth date: March 22, 1953 Married to Natasha Lance Rogoff, two children (Gabriel and Juliana) EDUCATION Massachusetts Institute of Technology, Ph.D., February 1980 Doctoral Dissertation: Essays on Expectations and Exchange Rate Volatility. Yale University, B.A./M.A. summa cum laude, Honors in Economics, May 1975. PROFESSIONAL POSITIONS Professor of Economics, Harvard University, September 1999 – present; Thomas D. Cabot Professor of Public Policy, January 2004 – present. Chief Economist and Director of Research, International Monetary Fund, 2001–2003. Director, Harvard Center for International Development, 2003–2004. Professor of Economics and International Affairs, Princeton University, 1992–94; Charles and Marie Robertson Professor of International Affairs, 1995–1999. Professor of Economics, University of California at Berkeley, 1989–1991. Associate Professor of Economics, University of Wisconsin-Madison, 1985–1988. Economist, International Finance Division, Board of Governors of the Federal Reserve System, 1980–1983; Section Chief, Trade and Financial Studies Section, 1984. Economist, Research Department, International Monetary Fund, Oct. 1982 – Sept. 1983. VISITING POSITIONS BP-LSE Visiting Centennial Professor, London School...
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...Gender is defined by FAO as ‘the relations between men and women, both perceptual and material. Gender is not determined biologically, as a result of sexual characteristics of either women or men, but is constructed socially. It is a central organizing principle of societies, and often governs the processes of production and reproduction, consumption and distribution’ (FAO, 1997). Development is a process of structural societal change. Thomas (2000, 2004) refers to this meaning of development as a process of historical change. The essay shall look at Women in Development, Women And Development and Gender And Development and give their contributions to development as well as their strengths and limitations. The term "women in development" came into use in the early 1970s, after the publication of Ester Boserup's Women's Role in Economic Development (1970). Boserup was the first to systematically delineate on a global level the sexual division of labour that existed in agrarian economies. The Women in Development concept is based on a recognition of the importance of the roles and status of women in development process. It is meant to give special attention to the women's role, while extending development assistance. For the effective and efficient implementation of assistance, it is essential to ensure that the women should have the opportunities to participate positively as important players in development process. Such enlargement of opportunities will also pave the way for...
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...the bizarre reality of the woman playing second fiddle to man. This play opens with Chandan changed into Dan in order to absolve himself from the guilt of killing his sister. He has to bear the brunt of his grandfather’s and mother’s cruelty .He considers himself responsible for his sister’s death. In this play Dattani plays with the idea of female infanticide that is prevalent among the Gujratis and also suggests Patel`s hegemonic patriarchy when he insists that proper division in the gender roles be made Tara gives us a glimpse into the modern society which claims to be liberal and advanced in its thought and action. In a society which claims that its mothers are educated today and have `Devis` like Durga, Kali, Saraswati , Lakshmi etc whom not only women but men also pay obeisance , differentiate between a male child and a female child. All the propagandas of equality between male and female, equal opportunities to women in all the fields are belied. Dattani’s deep preoccupation with gender issues leads to the emergence of the idea of the twin side to one`s self –quite literally embodied in one body and the separation that follows Mahesh Dattani mentioned in one of his interviews with Lakshmi Subramanyam: ``I see Tara as a play about the male self and female self. The male self is being preferred in all cultures .The play is about the separation of self and the resultant angst` Erin Mee writes in the note of the play,``Tara centres on the emotional separation that grows...
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...###Descriptive Practice Set for Bank PO exam### Below are the topics given from previous bank PO, Clerical exams. An essay is given to write on these topics or a report is to be write upto 150 to 200 words 1. The Lehmann Crash 2. The market downslide 3. Leadership is doing the right things; Management is doing things right 4. Corporate Social Responsibility benefits the bottom line 5. Has globalization really worked? 6. Integrity at work 7. Buying options: A matter of trust 8. People: The most important asset of any enterprise 9. The second great crash 10. Management styles: Why things go wrong? 11. Do we need to dress for success? 12. What do Chief Executive Officers do? 13. The element of Risk in management. 14. Outsourcing to reduce risk 15. Management is what managers do 16. Terrorism benefits whom 17. Nation’s growth must be inclusive 18. Chandrayaan – One giant leap for Indian Astrophysicists 19. The secret to winning more gold in the Olympics 20. The ban on smoking- Gimmick or success 21. Why does a nation need forex reserves? 22. What makes you a suitable candidate for an MBA? 23. Is India really shining? 24. What is revenue deficit? 25. What is the job of the Manager? 26. Is democracy working for India? 27. Performance appraisal- A Useful tool for growth 28. Corruption an outcome of Democracy 29. Agricultural subsidies: A Boon or a Bane 30. Do we need a dictator? 31. Does the media need censorship? 32. Reforms in education – a necessity ...
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...PHILOSOPHICAL PERSPECTIVES: ASIAN THOUGHT PL 216D (Diversity course): SPRING, 2015 Instructor: Drew Leder Office: Humanities Center O 50o; phone: x2325; (410) 323-2531; e-mail: dleder@loyola.edu Office Hours: Tu, Th: 12:15-2:15 (extra hrs. added as needed, and by appt.) TEXTS: Ecknath Easwaran (trans.) Bhagavad Gita (BG) Thich Nhat Hanh Peace is Every Step (PS) Huston Smith The World’s Religions (WR) Assorted authors Pdf files and website links (Optional: Stephen Bodian Meditation for Dummies 3rd ed., but other editions will work January 13 Introduction to Course 15 The Four Goals; The Vedas and Upanishads: WR 12-26; Zaehner, Upanishads pdfs 20 Brahman, Atman, Maya, & Mystical Experiences/ NDEs: BG 22-30; Merell-Wolff, Berman (to p.42), Schmicker (to p.199) pdfs (H1) 22 Advaita Vedanta and Non-Locality: Shankara, Schmicker (on ESP, from p. 74), Targ pdfs 27 The Gita: Caste, Dharma: BG 13-22; BG 71-92B; WR 50-59 29 Dharma and Karma: BG 31-36; 92-93; Chopra, Leder/aging, Leder/prayer, (M1) (s-l orientation posting) February 3 Karma and Reincarnation: BG 235-241;WR 63-75; Fox, Bache pdf (H2) (G1) 5 Karma Yoga: WR 26-29, 37-41; BG 93-109 (S1) 10 Karma Yoga and Gandhi; BG 48-63t (H3) (G2) 12 Jnana Yoga; BG 111-131; WR 29m-32m; Ramana Maharshi link (M2) 17 TEST #1 (S2) 19 Raja and Bhakti Yoga WR 41b-50m; BG 133-45; Muktananda pdf 24 BhaktiYoga/Gods and Goddesses; WR 32t-36; BG 169-77; Sanatan, Ramakrishna...
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...MUET/RSQ800 MALAYSIAN UNIVERSITY ENGLISH TEST (MUET) REGULATIONS, TEST SPECIFICATIONS, TEST FORMAT AND SAMPLE QUESTIONS The information in this booklet applies to the end-2008 MUET and thereafter until further notice. 1 MAJLIS PEPERIKSAAN MALAYSIA (MALAYSIAN EXAMINATIONS COUNCIL) CHIEF EXECUTIVE MALAYSIAN EXAMINATIONS COUNCIL BANGUNAN MPM, PERSIARAN 1 BANDAR BARU SELAYANG 68100 BATU CAVES SELANGOR DARUL EHSAN MALAYSIA Telephone: 03-6136 9663 Facsimile: 03-6136 1488 Email: ceo@mpm.edu.my Website: www.mpm.edu.my © Malaysian Examinations Council 2006 All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopied, recorded or otherwise without prior permission in writing to the Chief Executive, Malaysian Examinations Council. 2 NATIONAL EDUCATION PHILOSOPHY Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a belief in and devotion to God. Such effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving a high level of personal wellbeing as well as being able to contribute to the betterment of the family, the society and...
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