Ruhi Book 11 Unit 2 Pdf

[Cecelia Seiner]

Overthe past few decades, the worldwide Bah' community has developed an educational programme that seeks to cultivate the vast and powerful potentialities inherent in every human being. Guided by the principle and goal of universal participation, this educational programme combines personal reflection and group study with acts of service in the community. For more information, see here .

All orders for training institute materials must be placed using the available forms (click on your region - either 'England', 'Northern Ireland', 'Scotland', 'Wales' or 'International') and will be checked on behalf of the (relevant) Training Institute Board. If you are paying for the materials, you should receive an invoice within 2 working-days after placing your order.

Pre-publications materials are only available via the Request Forms below. Please be patient while the Institute's Book Administrator processes your request. Where required, a payment request email will be sent to you.

Pre-published Ruhi materials (white covers) and Published materials can be requested from the Training Institute via their 'Request Form'. Requests are managed by the Institute's Book Administrator. When the request is authorised a payment request email will be forward to you if required. Once paid, the order will sync to BDS for fulfilment.

Bah's everywhere are engaged in a global process of learning that is helping to build their capacity to apply the teachings of Bah'u'llh to the transformation of society. As a contribution to this learning process, the Ruhi Institute carries out action and research in the field, in order to develop programs and materials that enhance the capacity of individuals and communities to serve humanity.

The main sequence of courses is organized so as to set the individual, whether Baha'i or not, on a path being defined by the accumulating experience of the community in its endeavour to open before humanity the vision of Baha'u'llah's World Order.

The very notion of a path is, itself, indicative of the nature and purpose of the courses, for a path invites participation, it beckons to new horizons, it demands effort and movement, it accommodates different paces and strides, it is structured and defined. A path can be experienced and known, not only by one or two but by scores upon scores; it belongs to the community. To walk a path is a concept equally expressive. It requires of the individual volition and choice; it calls for a set of skills and abilities but also elicits certain qualities and attitudes; it necessitates a logical progression but admits, when needed, related lines of exploration; it may seem easy at the outset but becomes more challenging further along. And crucially, one walks the path in the company of others.

We acknowledge the original inhabitants of this great land and express our appreciation for their hospitality, for the manner in which they care for the land and for the opportunity we have to create a unified community that is centered around the oneness of humanity.

Book 2: Arising to Serve

Book 2 of the Ruhi sequence explores the nature of a path of service and the manner in which it is to be trodden. An essential feature of community life is unity and fellowship. Participants think about the joy of service, teaching the Faith, and acquire the skills and abilities, knowledge and qualities, needed to enter into conversations with others that are uplifting to the mind and spirit.

Book 7: Walking Together on a Path of Service

Book 7 is dedicated to an act of service crucial to the functioning of the Ruhi Institute itself, namely, becoming a tutor of the Ruhi materials to facilitate new groups of individuals moving through the initial six courses in the sequence. That individuals accompany one another on a path of service to their communities is central to the process of capacity building set in motion by the courses. Participants study the spiritual dynamics of advancing along a path of service, examine some of the concepts, attitudes, skills and abilities needed to accompany a group a friends on this path, and consider the role of the arts in the activity of a study circle.

Not long ago, I finished the first unit of book 8. We had a little quiz as social activity to both rehearse what we had studied and to have some fun. So if you are doing or have done the first unit of book 8, you can conclude it with some fun.

The participants can be divided in two or more groups, and then each group chooses a question. If they answer the question correctly, they get the points. The tutor can perhaps keep track of the score and finally the members of the winning group could get a little symbolic prize.

Here is a screen shot of the main page of the categories and degrees of difficulty. You can download the power point presentation here (Book 8 Unit 1 Questions). Once a question has been chosen, it will change colour but remember, after each question, just click next and the answer comes. Then just use the bing triangle in the lower left corner of the slide to get back to the main page with all the categories.

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Accidental or suicidal poisoning with yellow phosphorus or metal phosphides (YPMP) such as aluminum (AlP) zinc phosphide (Zn3P2) commonly cause acute liver failure (ALF) and cardiotoxicity. These are used as household, agricultural and industrial rodenticides and in production of ammunitions, firecrackers and fertilizers. In absence of a clinically available laboratory test for diagnosis or toxin measurement or an antidote, managing their poisoning is challenging even at a tertiary care center with a dedicated liver intensive care unit (LICU) and liver transplant facility.

Patients and methods: Patients with YPMP related ALF were monitored using standardized clinical, hemodynamic, biochemical, metabolic, neurological, electrocardiography (ECG) and SOFA score and managed using uniform intensive care, treatment and transplant protocols in LICU. Socio-demographic characteristics, clinical and biochemical parameters and scores were summarized and compared between 3 groups i.e. spontaneous survivors, transplanted patients and non-survivors. Predictors of spontaneous survival and the need for liver transplant are also evaluated.

Results: Nineteen patients with YPMP related ALF were about 32 years old (63.2% females) and presented to us at a median of 3 (0 - 10) days after poisoning. YPMP related cardiotoxicity was rapidly progressive and fatal whereas liver transplant was therapeutic for ALF. Spontaneous survivors had lower dose ingestion ( 6.5 had higher mortality risk. Patients undergoing liver transplant and with spontaneous recovery required longer ICU and hospital stay. At median follow-up of 3.4 (2.6 - 5.5) years, all spontaneous survivors and transplanted patients are well with normal liver function.

Conclusions: Early transfer to a specialized center, pre-emptive close monitoring, and intensive care and organ support with ventilation, CVVHDF, plasmapheresis and others may maximize their chances of spontaneous recovery, allow accurate prognostication and a timely liver transplant.

Keywords: AKI, Acute kidney injury; ALF, acute liver failure; Acute Liver Failure; CVVHDF, Continuous Veno-Venous Hemodiafiltration; Continuous Veno-Venous Hemodiafiltration; DDLT, Deceased donor liver transplant; IEH, Ingestion to encephalopathy interval; KCC, King College criteria; LDLT, living donor liver transplant; Liver Transplant; MELD, Model for end-stage liver disease; MOF, Multi-Organ Failure; Multi-Organ Failure; Plasmapheresis; Rodenticide; SIRS, systemic inflammatory response syndrome; SOFA, sequential organ failure assessment; YPMP, yellow phosphorus or metal phosphides; Yellow Phosphorus; Zinc Phosphide.

Since 1989, she has worked on affordable housing issues and community reinvestment issues in Rochester New York. Ms. Maker co-convened the Community Development Block Grant Coalition to improve targeting of CDBG funds to low and moderate income households in Rochester New York. Ms. Maker co-convened the Greater Rochester Community Reinvestment Coalition (GRCRC) in 1993. Since then, the Coalition or its convener, Empire Justice Center, has released over twenty analyses of home mortgage, foreclosure, small business and subprime lending data. GRCRC has submitted dozens of CRA exam and merger comments, based on the data, to the appropriate State and Federal regulators who have oversight of the banks.

Lakes, rivers, wetlands, and estuaries are biologically rich, dynamic, and some of the most vital and vulnerable ecosystems on Earth. This course covers broad principles of organismal biology, ecology, hydrology, and ecosystem science, illustrating these principles with examples drawn from key biota and habitats from California and beyond. The first part of the course focuses on establishing key concepts in freshwater ecosystem structure and functioning. The second part delves into applied issues around conservation and management of river, wetland, and lake ecosystems. The course has 2 hours of work in a wet laboratory setting every week, which covers experimental design, deployment of sensors, sampling and identification of aquatic invertebrates, and analysis of stream community and hydrology data. The lab leads to a day-long field trip to Chalone Creek (Pinnacles National Park), where we test wet-dry mapping methods and we observe animals persisting in isolated pools.

Graduate discussion course on rotating topics. Recent topics have focused on the behavior and ecology of Pacific salmon and trout (Fall 2020) and on Indigenous knowledge and stewardship of aquatic systems (Fall 2022).

Within the OB-GYN community, and often beyond, Dr. G. Rodney Meeks has been all things to all people, including teacher, mentor and friend. Last week, many of those he taught, counseled and befriended gathered for a celebration that, as one of his former students put it, was a testament to greatness.

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