The relation of Christianity to civil government in the United States : a sermon, preached in St. Michael's Church, Charleston, February 13th, 1833, before the convention of the Protestant Episcopal Church of the Diocese of South-Carolina /

Cover title: Rev. J. Adams' convention sermon on the relation of Christianity to civil government in the United States of America.

Letters to John H. Hopkins, D.D., Bishop of the Protestant Episcopal Church for the diocese of Vermont : occasioned by his lecture in opposition to the Temperance Society /

Mode of access: Internet.

The diocese of Limerick, ancient and medieval /

Includes index.

Mémoires de l'Académie des sciences, des lettres et des arts d'Amiens

Vol.1-10, 1835-57, are unnumbered; v.11-20, 1858-73, are numbered "2. sér. t.1-10"; v.21-30, 1874-84, "3. sér. t.1-10"; v.31-32, 1884-85, "4. sér. t.1-2." Beginning with v.33, the numbering by series is discontinued

Die Entwicklung des Volksschulwesens in der ehemaligen Diocese Zwickau wahrend der Zeit von der Mitte des 18. Jahrhunderts bis zum Jahre 1835.

Thesis (doctoral)--Leipzig.

History of the diocese of Meath /

Mode of access: Internet.

Documents inédits concernant la ville et le siège du bailliage d'Amiens; extraits des registres du Parlement de Paris et du Trésor des chartes

t. 1. XIVe siècle (1296-1412)--t.2. XVe siècle (1402-1501)--t. 3. XVe siècle (1397-1471)

Nouvelle description de la cathédrale d'Amiens,

Mode of access: Internet.

Les Stalles de la cathédrale d'Amiens par ...

Extr. des Mèmoires de la Societè des Antiquaires de Picardie.

Comunicação e cidadania às margens do São Francisco: os correspondentes populares da Diocese de Juazeiro Ba (19882008)

Este trabalho apresenta um estudo de caso, apoiado em pesquisa bibliográfica, pesquisa documental e entrevistas semiestruturadas, sobre o trabalho dos correspondentes populares do Setor de Comunicação e Audiovisual (SEDICA) da Diocese de Juazeiro na Bahia, entre os anos, 19882008. Objetivo principal é analisar o desenvolvimento da experiência, levando em consideração o seu caráter comunitário, às relações estabelecidas entre os vários parceiros nos processos comunicativos e o significado que a experiência têm para os correspondentes envolvidos. Demonstrouse que o trabalho do SEDICA merece destaque porque mantêm como opção uma comunicação que valoriza os ouvintes e, a partir deles, constrói uma programação de caráter crítico e participativo. Sua ligação com a realidade da diocese é garantida porque suas fontes vivem a vida dura do semiarido nordestino o que aproxima os conteúdos dos programas dos moradores, que superam as dificuldades de forma criativa, tal qual os correspondentes superam suas dificuldades na produção das notícias que devem enviar periodicamente ao setor de comunicação.(AU)

JGE v The Trustees of Portsmouth RC Diocese

Case law report - online

AMEN - A Madeira em Nós. Cruzes da Diocese do Funchal: o sagrado em contexto Museológico. In Diocese do Funchal a primeira diocese global: história, cultura e espiritualidades

«O diabo foge da Cruz», diz-se. E diz-se também: «Cruzes canhoto!»; «Cruz, credo!» e noutras aflições que se está «entre a Cruz e a espada», ou «entre a Cruz e a caldeirinha». Para mostrar o valor da perseverança emprega-se a expressão «levar a Cruz ao Calvário» e em desespero máximo e personalizado: «és a minha Cruz»… Vivemos num tempo em que há pouco espaço para a espiritualidade, as indústrias do entretenimento tudo varrem, o que exige esforço surge como aterrador e o que se relaciona com sacrifício quase não tem lugar. À partida a Cruz não é um sinal sedutor para esta época a não ser transformada numa bela joia que se põe ao pescoço. Convém ir um pouco mais atrás para entender esta marca.Quando se transforma um objecto sacro num objecto museológico a função estética prevalece sobre a catequética, torna-se sobretudo um “objecto de consumo visual” que se protege do tempo e do tacto. É uma outra forma de separar e interditar, perpetuando um estatuto exclusivo ao objecto.Centrei-me em catorze cruzes que se encontram na Diocese do Funchal, o número canónico das estações da Via Sacra, antes de se acrescentar uma décima quinta que corresponde à Ressureição. Veremos peças que se encontram muito bem estudadas e de que existe já abundante bibliografia. A minha intenção é que o nosso olhar repouse sobre a Cruz e se assemelhe ao olhar terno de Cristo, como aquele que dirigiu ao jovem rico «Jesus, fitando nele o olhar, sentiu afeição por ele» (Mc 10, 21).

From the cathedral to the classroom : the emergence of new discourses on religious education

In 2009, Religious Education is a designated key learning area in Catholic schools in the Archdiocese of Brisbane and, indeed, across Australia. Over the years, though, different conceptualisations of the nature and purpose of religious education have led to the construction of different approaches to the classroom teaching of religion. By investigating the development of religious education policy in the Archdiocese of Brisbane from 1984 to 2003, the study seeks to trace the emergence of new discourses on religious education. The study understands religious education to refer to a lifelong process that occurs through a variety of forms (Moran, 1989). In Catholic schools, it refers both to co-curricula activities, such as retreats and school liturgies, and the classroom teaching of religion. It is the policy framework for the classroom teaching of religion that this study explores. The research was undertaken using a policy case study approach to gain a detailed understanding of how new conceptualisations of religious education emerged at a particular site of policy production, in this case, the Archdiocese of Brisbane. The study draws upon Yeatman’s (1998) description of policy as occurring “when social actors think about what they are doing and why in relation to different and alternative possible futures” (p. 19) and views policy as consisting of more than texts themselves. Policy texts result from struggles over meaning (Taylor, 2004) in which specific discourses are mobilised to support particular views. The study has a particular interest in the analysis of Brisbane religious education policy texts, the discursive practices that surrounded them, and the contexts in which they arose. Policy texts are conceptualised in the study as representing “temporary settlements” (Gale, 1999). Such settlements are asymmetrical, temporary and dependent on context: asymmetrical in that dominant actors are favoured; temporary because dominant actors are always under challenge by other actors in the policy arena; and context - dependent because new situations require new settlements. To investigate the official policy documents, the study used Critical Discourse Analysis (hereafter referred to as CDA) as a research tool that affords the opportunity for researchers to map and chart the emergence of new discourses within the policy arena. As developed by Fairclough (2001), CDA is a three-dimensional application of critical analysis to language. In the Brisbane religious education arena, policy texts formed a genre chain (Fairclough, 2004; Taylor, 2004) which was a focus of the study. There are two features of texts that form genre chains: texts are systematically linked to one another; and, systematic relations of recontextualisation exist between the texts. Fairclough’s (2005) concepts of “imaginary space” and “frameworks for action” (p. 65) within the policy arena were applied to the Brisbane policy arena to investigate the relationship between policy statements and subsequent guidelines documents. Five key findings emerged from the study. First, application of CDA to policy documents revealed that a fundamental reconceptualisation of the nature and purpose of classroom religious education in Catholic schools occurred in the Brisbane policy arena over the last twenty-five years. Second, a disjuncture existed between catechetical discourses that continued to shape religious education policy statements, and educational discourses that increasingly shaped guidelines documents. Third, recontextualisation between policy documents was evident and dependent on the particular context in which religious education occurred. Fourth, at subsequent links in the chain, actors created their own “imaginary space”, thereby altering orders of discourse within the policy arena, with different actors being either foregrounded or marginalised. Fifth, intertextuality was more evident in the later links in the genre chain (i.e. 1994 policy statement and 1997 guidelines document) than in earlier documents. On the basis of the findings of the study, six recommendations are made. First, the institutional Church should carefully consider the contribution that the Catholic school can make to the overall pastoral mission of the diocese in twenty-first century Australia. Second, policymakers should articulate a nuanced understanding of the relationship between catechesis and education with regard to the religion classroom. Third, there should be greater awareness of the connections among policies relating to Catholic schools – especially the connection between enrolment policy and religious education policy. Fourth, there should be greater consistency between policy documents. Fifth, policy documents should be helpful for those to whom they are directed (i.e. Catholic schools, teachers). Sixth, “imaginary space” (Fairclough, 2005) in policy documents needs to be constructed in a way that allows for multiple “frameworks for action” (Fairclough, 2005) through recontextualisation. The findings of this study are significant in a number of ways. For religious educators, the study highlights the need to develop a shared understanding of the nature and purpose of classroom religious education. It argues that this understanding must take into account the multifaith nature of Australian society and the changing social composition of Catholic schools themselves. Greater recognition should be given to the contribution that religious studies courses such as Study of Religion make to the overall religious development of a person. In view of the social composition of Catholic schools, there is also an issue of ecclesiological significance concerning the conceptualisation of the relationship between the institutional Catholic Church and Catholic schools. Finally, the study is of significance because of its application of CDA to religious education policy documents. Use of CDA reveals the foregrounding, marginalising, or excluding of various actors in the policy arena.