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Opinions abound about the appropriate age of candidates for the sacraments of initiation and the sequence of their reception. Ages of Initiation makes accessible in a CD-ROM format those texts from New Testament times to the present that document and comment on the reception of these sacraments. It also tracks the circumstances which caused patterns of tradition to form and shift. Ages of Initiation enlightens those who form sacramental policies as well as those who live by them. Catechumens, who range in age from schoolchildren to seniors, celebrate baptism, then confirmation, and then Eucharist in the same ceremony. But children born of Catholic parents may be baptized as infants and celebrate confirmation and Eucharist in different ceremonies over a period of eighteen years or more; in many cases their confirmation follows the first reception of Communion. Still, the Church today calls these three rites "sacraments of initiation." The Ages of Initiation CD-ROM divides the twenty centuries of Christianity into twelve sections. Each section is subdivided into units which pair introductory material with a collection of citations, and then concludes with a bulleted summary. Those who wish to consult original references will find direction in the bibliography. An accompanying booklet provides a summary of the information contained on the CD-ROM version of Ages of Initiation. Convenient cross-references in the book direct you to the exact area on the CD for more information. Contents include "The New Testament Church (1-100)," "Emerging Ritual Patterns (101-300)," "The Golden Age (301-500)," "Liturgical Development (501-700)," "The Era of Charlemagne (701-828)," "Regulating Initiation (892-964)," "Pastoral Concerns (965-1214)," "The Age of Discretion (1215-1519)," "Reformation (1520-1592)," "The Ritualization of First Communion (1593-1773)," "Sequence (1774-1909)," "The Diversification of Tradition (1910-2000)," and "Conclusions."
All societies are differentiated by age. But in some, this differentiation takes the form of institutionalized, formally graded age classes, the members of which share an assigned 'structural' age, if not necessarily the same physiological age. The nature of formal age group systems has become one of the classic issues in modern social anthropology, although until now there has been no comprehensive explication of these complex forms of social organization. In this book, Bernardo Bernardi, one of the pioneers of the anthropological study of age class systems, provides a way of making sense of the diversity of such systems by analysing cross-culturally their common features and the pattern of their differences, and showing that they serve a general purpose for the organization of society and for the distribution and rotation of power.
Originally published in 1999, The Rites of Christian Initiation was haled for its clarity and comprehensiveness. Kalian McDonnell, OSB, called it the best overall treatment of Christian initiation available, and Paul Bradshaw predicted it would be the standard textbook on the subject for very many years to come." The current edition draws on new translations of early texts on baptism as well as recent scholarship on the early traditions in the East and West. It is sure to replace itself as the new standard reference on the rites of Christian initiation. Maxwell E. Johnson's expanded and revised text provides a more complete view of the history and interpretation of the rites in the Eastern Church, including two chapters that explore the pre-Nicene Eastern and Western traditions in detail. Revisiting the theology of baptism, this edition also provides more nuanced positions on the Eastern and Western traditions. Finally, recent liturgical developments in American Protestant churches, particularly Lutheran, as well as the ongoing development of the RCIA and confirmation practices of Catholics, made it necessary to revisit the place and meaning of these rites in the church today. Maxwell E. Johnson, PhD, is professor of liturgy at the University of Notre Dame and an ordained minister of the Evangelical Lutheran Church in America. He has published in Worship and is the editor of and contributor to Living Water, Sealing Spirit: Readings on Christian Initiation (Liturgical Press, 1995) and the revised and expanded edition of E.C. Whitaker, Documents of the Baptismal Liturgy (Liturgical Press and S.P.C.K., 2003), to which this study serves as a companion volume. "
Published two years before Covid, The Initiation is set a generation after an apocalypse that featured a global pandemic, a mass exodus from NYC, strict quarantines, riots over inequality, and federal forces brought in to restore order. Want to know what happens next? Manhattan is now known as New America, a fully walled-in society based on equality. But the perfect facade hides a dark truth. A timid math geek, sixteen-year-old Drayden watches his life crumble when his beloved mother is exiled. The mystery of her banishment leads him to a sinister secret: New America is in trouble, and every one of its citizens is in jeopardy. With time running out, he enters the Initiation. It’s a test within the empty subway tunnels—-a perilous journey of puzzles and deadly physical trials. Winners join the ruling Bureau and move to its safe haven. But failure means death. Can Drayden conquer the Initiation, or is salvation out of his grasp?
This resource forms Christian initiation coordinators in the many aspects of their role. It provides the vision of the Rite of Christian Initiation of Adults, outlines the roles of the coordinator in animating the parish and forming the team, and presents catechesis as framed within liturgical prayer. The Role of the Coordinator in Christian Initiation offers many practical tips to help the process flow smoothly in the parish.
Introduction; Biblical orientations; Rites called sacraments; A theology of sacrament; Baptism: the rite; Baptism: the word; Confirmation: the rite; Confirmation: the word; Eucharist: the rite; Eucharist: the word; Epilogue;.
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In providing a comprehensive investigation of alcohol, cigarette, and marijuana initiation among adolescents, the overarching goals of the research were to build upon extant findings, address important gaps found in the literature, and contribute to the prevention science knowledge base. A four-fold purpose founded the study: 1) provide a systematic review of the soft drug initiation literature; 2) test a modified version of Kandel's (2002) drug sequencing hypothesis; 3) determine if predictors of soft drug initiation differ in kind or saliency by biological age and drug type; and 4) examine age- and drug- specific determinants of the timing at which soft drug initiation occurs. Supplemental attention also was directed at evaluating the utility of Petraitis et al.'s (1995) distal-proximal mediation hypothesis. Through the quantitative component of the research, nine hypotheses were tested. Cross-sectional data were derived from a rural sample of 6th, 9th, and 12th grade students who completed the 2004 Primary Prevention Awareness, Attitude, and Use Survey (PPAAUS). All of the hypotheses obtained some degree of support; more support was yielded for the specific risk factor hypothesis than the common factor model, and convincing evidence was obtained for Kandel's drug sequencing hypothesis and Petraitis et al.'s distal-proximal mediation hypothesis. The findings also supported the bulk of the directional hypotheses and several of the direct and indirect effects propositions put forth in social learning theory, the social development model, and the theory of planned behavior. In contrast, the results called into question some of the direct effects articulated in Hirschi's original statement of social control and underscored some possible limits of the social development model. In an effort to gauge the validity of the findings, a dual cross-validation scheme was employed. The systematic review cross-validation involved comparing the quantitative findings for two major hypotheses to those yielded from 36 primary studies examined in the systematic review. Through a further quantitative cross-validation, the findings for the major and supplemental hypotheses were compared to those derived from a sample of 6th, 9th and 12th grade students who completed the 2001 PPAAUS. On balance, a relatively strong degree of convergence was obtained. This confluence served to bolster the reliability and validity of the results. Policy and programmatic implications also were indicated.